Zahra Batooli - Research Manager, Health faculty, Kashan University of Medical Sciences, Kashan, Iran & Ph.D Student of Knowledge & Information Science. University of Tehran,
Fatemeh Fahimnia - Faculty of Management, University of Tehran, Tehran, Iran
Nader Naghshinih - Faculty of Management, University of Tehran, Tehran, Iran
Fakhralsadat Mirhosseini - Kashan University of Medical Sciences, Kashan, Iran

The purpose of this study was to identify gamified online tutorials components for teaching information literacy concepts and skills to provide a conceptual model so as to increase internal motivation, participation, and students level of learning in information literacy. The present research was a qualitative study which used the seven-step content analysis method to examine two categories of retrieved articles from four scientific databases. After removing repetitive and unrelated articles, 18 articles related to the online tutorial information literacy elements and 23 articles that addressed motivational and game strategies based on the three components of self-determination theory were selected. To determine the content of information literacy tutorials, 81 online tutorials were reviewed from the PRIMO database. After reviewing the articles, 43 essential features for designing an online tutorial of information literacy were classified into three groups: structural, content, and educational elements. After studying papers in the field of gamification based on self-determination theory, 11 elements of structural and content gamification and 28 motivational strategies were identified to meet the three requirements of internal competence, autonomy and relatedness. The review of the content of online information literacy tutorials also showed that they should be designed in 5 modules. The conceptual model derived from this research can be used as the basis for further research into online information literacy tutorials

Information literacy, Gamification, Self-determination theory, Motivation, learning