Considering the importance of learning information literacy skills in students' academic achievement, evolution in teaching such concepts and skills is important; therefore, the purpose of this study is to identify the components of gamified online tutorials for information literacy to provide a framework to increase internal motivation and students' level of learning in information literacy. The present research is a qualitative study using content analysis method to examine two categories of selected articles from four scientific databases which identify important components for developing gamified online tutorials for information literacy. After removing repetitive and unrelated articles, 18 articles related to the elements of online information literacy tutorial and 17 articles addressing motivational and game strategies based on the three components of self-determination theory (autonomy, competence and relatedness) were selected. To determine the content of information literacy tutorials, 81 online tutorials were reviewed from the PRIMO database. After reviewing the articles, 32 essential features for designing an online information literacy tutorial were classified into three groups: structural, content and educational elements. After studying papers in the field of gamification based on SDT, 11 elements of structural and content-based gamification and 27 motivational strategies were identified to meet three requirements of 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 Information Literacy Gamified Online Tutorial Based on Self-Determination Theory (IL-GOT-SDT) Framework can be used as the basis for further research into online information literacy tutorials. It is suggested that gamified online information literacy tutorials should be designed in consistent with the conceptual model of this research and its effectiveness should be evaluated for learning information literacy as well as the self-determination behavior of students.