doi:10.3390/educsci15111542engLatre-Navarro, LorenaQuintas-Hijós, AlejandroDigital Gamification and Visual Modeling for Learning Regulation in Biomedical EducationART-2025-146595Learning 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.2025http://zaguan.unizar.es/record/16499310.3390/educsci15111542http://zaguan.unizar.es/record/164993oai:zaguan.unizar.es:164993info:eu-repo/grantAgreement/ES/UZ/JIUZ2022-CSJ-20Education Sciences 15, 11 (2025), 1542 [15 pp.]byhttps://creativecommons.org/licenses/by/4.0/deed.esinfo:eu-repo/semantics/openAccess