<p>Gamification is a design strategy that can support higher education students’ autonomous motivation by targeting the basic psychological needs. Yet, to date, the field lacks a comprehensive overview of how this can be achieved. The present scoping review aimed to uncover gamification design strategies that influence higher education students’ basic psychological need support. Following a hybrid search strategy, 20 studies were identified based on 897 entries in Scopus and subsequent backward and forward snowballing. The studies had designed gamification to support higher education students’ basic psychological needs and provided a rationale for how the needs were affected by the intervention. By conducting a basic content analysis, we identified four educational gamification design strategies to support autonomy, three to support competence, and two to support relatedness. The overall results highlight the importance of considering how individual game elements are designed and integrated into learning contexts and understanding how gamification design strategies concurrently affect different students and basic psychological needs.</p>