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.

Over the last years padel has experienced an exponential growth in all areas, as can be seen in the significant number of licences, the incorporation of new professional circuits and a significant increase in the number of scientific publications. However, there are still scarce research that analyse in depth the conditional characteristics of padel players according to the side of the court which they play on. Several studies have evaluated the explosive strength of the lower body in racket sports, but in padel the existing evidence is scarce, limited and heterogeneous, especially regarding the side of play, and particularly in women's competition. In this sense, the aim of this study is focused on evaluating and analysing the manifestations of active and reactive strength of the lower body in women's padel according to the side of play. The squat jump test (SJ) and the countermovement test (CMJ) were used to assess the active and reactive manifestations of lower limb strength, in addition to the power performed. The results obtained showed no significant differences in the height of the SJ and CMJ jumps, neither in the power performed. However, it can be seen that all the physical variables analysed are slightly higher in those players located on the left side of the court. Depending on the side of play, the differences found could be the result of specific chronic muscular adaptations derived from highly specialized training and competition. The results obtained suggested the need to design and carry out differentiated trainings taking according to the side of the game in which the players compete in padel tennis. Further research is needed to contrast the results found in this investigation.

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.

Gamification is becoming the focus of the revolution of the digital age in educational contexts. From different theories of motivation, gamification has been raised as a proposal for educational improvement. Within the educational context of adults with intellectual disabilities in a non-profit organization, an action-research was developed focusing on the gamification implementation through the ClassDojo application. The teachers (n = 4) of said institution were trained in the gamification method, and they implemented an experimental program designed ad hoc for 14 months for adults with intellectual disabilities (n = 12). 8926 donated points were collected, which implied positive reinforcers. Through correlational analyses, interaction differences were found between certain teachers and some students, as well as the fact that the most frequent type of point was individual versus group. It is highlighted that there were more interactions between the tutors and certain participants and that using ClassDojo favored the motivation. The results encourage the educational and scientific community to replicate this type of intervention in similar contexts. In addition, it would be interesting to complement the results found with others of a qualitative nature in order to triangulate the data and, therefore, the conclusions of this investigation. La gamificación se está constituyendo como foco de la revolución de la era digital en contextos educativos. Desde distintas teorías de la motivación, la gamificación se ha planteado como una propuesta para la mejora educativa. Dentro del contexto educativo de personas adultas con discapacidad intelectual en una organización sin ánimo de lucro, se desarrolló una investigación-acción focalizándose en la implementación gamificadora mediante la aplicación ClassDojo. Se formó a las profesoras (n = 4) de dicha institución en el método de la gamificación, e implementaron un programa experimental diseñado ad hoc durante 14 meses a personas adultas con discapacidad intelectual (n = 12). Se recogieron 8926 puntos donados, que implicaban reforzadores positivos. Mediante análisis correlacionales, se hallaron diferencias de interacción entre ciertas profesoras y algunos estudiantes, así como que el tipo de punto más frecuente fue el individual frente al grupal. Se destaca que existieron más interacciones de las tutoras con determinados participantes y que usar el ClassDojo favoreció la motivación. Los resultados animan a la comunidad educativa y científica a replicar este tipo de intervenciones en contextos similares. Además, sería interesante complementar los resultados hallados con otros de corte cualitativo para poder triangular los datos y, por tanto, las conclusiones de la presente investigación.

This study examined neurocognitive outcomes of an innovative teaching approach in undergraduate anatomical education, focusing on executive functions with emphasis on cognitive flexibility. Reinforced representational modelling was implemented to assess its potential to support learning processes. A quasi-experimental study involved first-year anatomy students from two universities (n = 116). Each institution delivered a single 30-hour program with different teaching methods: conventional lectures using 3D atlases and standard drawing tasks (control group) versus reinforced representational modelling (experimental group), taught by its regular instructor and aligned with its syllabus. Pre- and post-intervention outcomes were assessed using psychometric instruments: the Webexec scale for perceived executive difficulties and the Cognitive Flexibility Scale for cognitive flexibility. Statistical analyses included independent-samples t-tests, repeated-measures factorial ANCOVAs (time × treatment), and effect size estimations (Cohen's d, partial η²). Perceived executive difficulties showed a strong time effect across both groups (F(1) = 20.28, p < 0.001, η²p = 0.176), increasing over the course, whereas no treatment effect appeared after controlling for baseline differences. Cognitive flexibility was higher in the experimental group at post-test (p = 0.044, Cohen's d = 0.36), although this advantage diminished once covariates were controlled. Reinforced representational modelling may foster flexible learning strategies in anatomy education. Cognitive flexibility showed some responsiveness to the intervention, while increases in perceived executive difficulties likely reflect the cognitive demands of early anatomy learning. Although effects were modest and partly influenced by covariates and baseline differences, findings suggest that executive functioning remains a key neurocognitive determinant in anatomical learning.