000164993 001__ 164993
000164993 005__ 20251204150238.0
000164993 0247_ $$2doi$$a10.3390/educsci15111542
000164993 0248_ $$2sideral$$a146595
000164993 037__ $$aART-2025-146595
000164993 041__ $$aeng
000164993 100__ $$0(orcid)0000-0003-3948-333X$$aLatre-Navarro, Lorena$$uUniversidad de Zaragoza
000164993 245__ $$aDigital Gamification and Visual Modeling for Learning Regulation in Biomedical Education
000164993 260__ $$c2025
000164993 5060_ $$aAccess copy available to the general public$$fUnrestricted
000164993 5203_ $$aLearning regulation is a central determinant of student achievement and autonomy in higher education. Grounded in Self-Determination Theory, this quasi-experimental study examined the effects of a seven-week intervention in biomedical education that combined visual modeling through drawing with gamification elements supported by digital tools (ClassDojo, 3D atlases, augmented reality). Participants were 116 first-year anatomy students from two universities, one receiving the experimental treatment (visual modeling with gamification) and the other serving as a control group (traditional instruction). Pre- and post-intervention measures were collected using the Self-Regulation of Learning Questionnaire to assess changes in autonomous regulation (AR), controlled regulation (CR), and the Relative Autonomy Index (RAI). Results showed no significant effects on AR, while CR was significantly higher in the experimental group. A treatment effect was also found for the RAI, although no evidence of motivational internalization toward more autonomous regulation emerged within the short intervention. This study highlights how gamified digital platforms can serve as tools for media literacy in higher education, fostering critical engagement with technology as a component of lifelong learning. Findings suggest that combining gamification with visual modeling reinforces controlled regulation, while longer and more autonomy-supportive interventions may be required to foster sustainable autonomous regulation.
000164993 536__ $$9info:eu-repo/grantAgreement/ES/UZ/JIUZ2022-CSJ-20
000164993 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000164993 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000164993 700__ $$0(orcid)0000-0003-4621-6993$$aQuintas-Hijós, Alejandro$$uUniversidad de Zaragoza
000164993 7102_ $$11003$$2027$$aUniversidad de Zaragoza$$bDpto. Anatom.Histolog.Humanas$$cArea Anatom.Embriol.Humana
000164993 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000164993 773__ $$g15, 11 (2025), 1542 [15 pp.]$$tEducation Sciences$$x2227-7102
000164993 8564_ $$s505433$$uhttps://zaguan.unizar.es/record/164993/files/texto_completo.pdf$$yVersión publicada
000164993 8564_ $$s2475242$$uhttps://zaguan.unizar.es/record/164993/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000164993 909CO $$ooai:zaguan.unizar.es:164993$$particulos$$pdriver
000164993 951__ $$a2025-12-04-14:38:55
000164993 980__ $$aARTICLE