Exergames are a new socio-technological phenomenon consisting of digital motor games that aim to stimulate players’ motor skills. The physical-motor component of exergames has been well studied, bu...

According to self‐determination theory, the need for competence, autonomy, and relatedness has been associated with intrinsic motivation. Fulfilling basic psychological needs can lead to better learning, academic performance, and well‐being. In this study, an anatomy program integrated gamification and drawing methods to explore their influence on basic psychological needs satisfaction and potential learning implications. Basic psychological needs outcomes of sport sciences students were compared to test the effects of the Observe–Reflect–Draw–Edit–Repeat (ORDER) method and gamification (experimental condition) versus a non‐ORDER and non‐gamified program (control condition). These two different 30‐h (7‐week) anatomy education programs were implemented at two Spanish public universities with 116 first‐year sport sciences students. Pre and post‐treatment measurements were collected using the Basic Psychological Needs Satisfaction Scale. Statistical analyses included independent samples t‐tests, ANCOVAs, and factorial repeated measures ANOVAs 2 × 2 (time × treatment). The gamified ORDER program achieved higher satisfaction scores in basic psychological needs compared to the control group (t = 2.98, p = 0.004, d = 0.54). Additionally, an interaction effect between time and treatment was observed (p = 0.042, = 0.038). Treatment and interaction effects were observed for ‘autonomy’ (p = 0.003, = 0.074) and ‘competence’ satisfaction (p = 0.048, = 0.035). A time effect was found for ‘relatedness’ in the control group, but no significant treatment or interaction effects were identified. The causes of these effects are debated in the study, as well as the limitations. These findings support the notion that students’ basic psychological needs are better satisfied in anatomy education with the implementation of this multimethod educational intervention based on ORDER and gamification.

According to self-determination theory, frustration of basic psychological needs (autonomy, competence, and relatedness) leads to ill-being and negatively affects the learning process. The present study aimed to analyze the effects of a gamified creativity-based teaching method of human anatomy on basic psychological needs frustration compared with a conventional teaching method. A quasi-experimental design was employed, comparing two anatomy educational treatments (experimental and control) over a 7-week period. A total of 116 first-year students from two Spanish public universities was participated. The Basic Psychological Needs Frustration Scale was utilized, and pre- and post-treatment measurements were collected. Statistical analyses included independent samples t-tests, one-way ANCOVAs, and a factorial repeated measures ANCOVA 2 × 2 (time × treatment), comparing two groups based on time (baseline vs. follow-up) and treatment (control vs. experimental). The analysis revealed that the gamified creativity-based program achieved lower frustration of basic psychological needs compared to the control treatment (t (108) = 3.74, p < .001, d = 0.68) and a treatment effect was observed (F (1) = 9.06, p = .003, η ² _p = .083). Autonomy and competence frustration significantly increased in the control group, while apparently remained consistent over time in the treatment group. Baseline and follow-up significant differences were found for relatedness (t (114) = 1.12, p = .03, d = 0.4; t (110) = 2.88, p = .005, d = 0.53, respectively), as well as a treatment effect (F (1) = 7.28, p = .008, η ² _p = .069). These findings provide support for the idea that students’ basic psychological needs are lower frustrated with the implementation of a gamified creativity-based teaching method in anatomy education.

There is no corporal philosophy at the level of other philosophical subdisciplines. A research line has begun whose ultimate goal is to determine whether a somatic philosophy can be built. From a pragmatist and biopolitical approach, the present study investigated why it has not been possible to develop grounded somatic philosophy. As an answer, the “idealist–dualist episteme” is described, which encompasses invariants in the history of idealist philosophy at the ontological, gnoseological, ethical–political, and pedagogical levels. These constants reflect somatophobia, as well as an ontological and gnoseological disregard of the body, which has led to the irrelevance of the body and corporeality in philosophy until the arrival of the “bodily turn”. The critique of this prevailing idealism and dualism will enable a review of current approaches based on these positions, such as embodiment, enactivism, embodied cognition, or embodied artificial intelligence. It opens up a new philosophical line with a universalis scope that is open to the eclectic construction of a pragmatic corporal philosophy that takes into account Chinese, Japanese, or African philosophies.

Learning 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.