Introduction The complexity of modern healthcare has driven an increase in the complexity of the preregistration nursing curricula. Diverse learning needs in this population are best served by inclusion of diverse approaches to teaching. Gamification offers an approach to enhance motivation and engagement, allowing for sustained motivation to keep learning. However, current research concerning gamification within preregistration nursing is still limited, particularly surrounding underlying design and the impact this has on long-term engagement and motivation. The aim of this scoping review is to identify and map gamification design elements used in preregistration nursing education, using the Octalysis framework, and to evaluate how these designs influence student engagement and motivation. Methods and analysis This scoping review will use the updated Joanna Briggs Institute Scoping Review Methodology and will be reported in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews (PRISMA - ScR). The search will be conducted using Medical Literature Analysis and Retrieval System Online (MEDLINE), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resources Information Cente (ERIC), EBSCO, Web of Science Core Collection, PROquest, SCOPUS, Excerpta Medica Database (EMBASE) and PsycINFO. Grey literature, conference proceedings and relevant digital platforms will also be considered. Two reviewers will independently screen titles/abstracts and full texts. Data extraction will include gamification design elements, engagement and motivation outcomes and their alignment with the Octalysis framework. Synthesis and presentation of findings will be completed using the Patterns, Advances, Gaps, Evidence for practice, Research recommendations framework. The planned start for performing the scoping review is November 2025. Ethics and dissemination Ethical approval is not required as this review will synthesise published and publicly available evidence. Findings will be disseminated via peer-reviewed publication, conference presentations and stakeholder engagement within higher education.
McMillan et al. (Thu,) studied this question.