This paper presents a case study of a gamified learning experience, designed with a guiding gamification framework, for a software engineering study group. The group was formed to evaluate the learning experience in a laboratory-like setting, and the results are intended to inform the design process. Grounded-theory procedures were used to analyze qualitative data about students' perceptions of the gamified experience. Students reported positive effects such as improved content comprehension, retention, and recap. They also highlighted a positive change in the study dynamics, especially due to the practical application of concepts, the game-like experience and a reduced amount of time for studying. The latter, however, was associated with a specific type of challenge proposed as part of the gamified structure. The other type of challenge, actually, made them face difficulties related to a lack of time. They also did not progress to higher levels of evolution proposed in the gamified structure. These are indicative of the need to improve the learning experience. These improvements, also discussed in this paper, will be evaluated in real settings in future work.