Abstract
Most research on gamification in education has focused on the development of teaching materials and apps, as
well as practical research on university classes that utilize such software. However, there are only a limited number of case s
where gamification has been incorporated into class design. In this paper, we conducted a gamification-based programming
class for middle school students without using software other than programming tools, and verified the effects of each game
design element and considered lesson design proposals. After considering the game design elements that could be introduced,
we decided on the content and design of the lesson, and conducted a survey using post-lesson questionnaires and interviews.
As a result, it became clear that there were mixed opinions on the introduction of progress bars, and that immediate feedback
on questions had high satisfaction and effectiveness.
https://ror.org/01w6wtk13 
