The research team proposed the Gamified Online Tutorial based on the Self-Determination Theory (GOT-SDT) framework in their previous study to design an appropriate online tutorial. This framework was employed in this study to design, develop, and evaluate a gamified online tutorial for teaching systematic searching in PubMed and Scopus. The content was designed and revised by two instructors. 73 multiple-choice questions were formulated and reviewed by some experts. Of the questions, 41 items were considered as pre-test and post-test. In the next step, the online tutorial was designed based on this framework. A one-group pre-test-post-test design was used to examine the effectiveness of tutorials in the learning level of learners. Learners comprised of the first semester MSc students in Kashan University of Medical Sciences. The validity of the pre-test-post-test questionnaire was determined based on the ideas of 10 librarians and instructors. Cronbach's alpha coefficient of 30 questionnaires equaled 0.94. This study was conducted based on the SDT. The Situational Motivational Scale was employed to evaluate the four constructs of SDT, including intrinsic motivation (IM), identified regulation (IR), external regulation (ER), amotivation (AM). Quantitative analysis of questionnaire was done by using descriptive and inferential (Wilcoxon test, Friedman test, and Correlation Spearman Test) indicators. Data analysis was performed through SPSS16 software. The online tutorial was designed based on the GOT-SDT and became accessible for students through http: //pelearn.ir. According to the comparison between pre-test (25) and post-test (40) med rates, the difference (15) is statistically significant. Accordingly, there was a considerable rise in learning level after using the tutorial. SIMS was used to examine the motivational levels. IM (6.68) and IR (6.81) obtained the highest mean values, while ER (1.34) and AM (1) had the lowest mean values. According to the results of the Spearman correlation, there was a significant relationship between IM, IR, and ER. Spearman correlation between IM and IR equaled 0.871, between IM and ER equaled -0.946, and between IM and IR equaled -0.872. There was a significant relationship between motivational levels and post-test scores. The correlation between post-test score and IM equaled 0.633, between post-test score and IR equaled 0.575, and between post-test score and ER equaled -0.560. Results indicated that gamification can serve as an inclusive technique for using game elements to improve experiences and increase learners’ engagement and motivation in educational environments, especially in e-learning. The results of this study confirmed the effectiveness of the SDT-based gamified online tutorials. Integration of certain items with the structural, content, and educational elements of an online tutorial can increase its effectiveness; these items include game elements and motivational strategies for the three needs of autonomy, competence and relatedness.

研究团队在之前的研究中提出了基于自决理论（GOT-SDT）框架的游戏化在线教程，以设计合适的在线教程。本研究采用该框架来设计、开发和评估一个游戏化的在线教程，用于在 PubMed 和 Scopus 中教授系统搜索。内容由两位导师设计和修订。73道选择题由专家制定和审核。在试题中，有 41 道题被认为是前测和后测。下一步，在线教程就是基于这个框架设计的。一组前测后测设计用于检查教程在学习者学习水平上的有效性。学习者包括喀山医科大学第一学期的理学硕士生。前测后测问卷的有效性是根据 10 位图书馆员和教师的想法确定的。30 份问卷的 Cronbach α 系数等于 0.94。本研究是基于 SDT 进行的。采用情境动机量表来评估 SDT 的四个结构，包括内在动机 (IM)、识别调节 (IR)、外部调节 (ER)、动机 (AM)。问卷的定量分析采用描述性和推理性（Wilcoxon 检验、Friedman 检验和 Correlation Spearman 检验）指标进行。数据分析通过SPSS16软件进行。在线教程是基于 GOT-SDT 设计的，学生可以通过 http://pelearn.ir 访问。根据前测 (25) 和后测 (40) 中率的比较，差异 (15) 具有统计显着性。因此，使用教程后，学习水平有相当大的提高。SIMS 用于检查动机水平。IM (6.68) 和 IR (6.81) 的平均值最高，而 ER (1.34) 和 AM (1) 的平均值最低。根据 Spearman 相关性的结果，IM、IR 和 ER 之间存在显着关系。IM和IR之间的Spearman相关等于0.871，IM和ER之间等于-0.946，IM和IR之间等于-0.872。动机水平与测试后分数之间存在显着关系。后测分数和 IM 之间的相关性等于 0.633，后测分数和 IR 之间的相关性等于 0.575，后测分数和 ER 之间的相关性等于 -0.560。结果表明，游戏化可以作为一种包容性技术，使用游戏元素来改善体验并增加学习者在教育环境中的参与度和动机，尤其是在电子学习中。这项研究的结果证实了基于 SDT 的游戏化在线教程的有效性。将某些项目与在线教程的结构、内容和教育元素相结合可以提高其有效性；这些项目包括针对自主性、能力和相关性三个需求的游戏元素和激励策略。将某些项目与在线教程的结构、内容和教育元素相结合可以提高其有效性；这些项目包括针对自主性、能力和相关性三个需求的游戏元素和激励策略。将某些项目与在线教程的结构、内容和教育元素相结合可以提高其有效性；这些项目包括针对自主性、能力和相关性三个需求的游戏元素和激励策略。