Despite recent high interest among researchers and practitioners in learning programming, even the most dedicated learners can struggle to find motivation for studying and practicing programming. Therefore, in recent years, several strategies (e.g., educational games, flipped classrooms, and visual programming languages) have been employed to increase students' engagement in programming studies. However, despite these efforts, no approach has proven efficient enough to sufficiently motivate these learners, and the community continues to search for novel strategies to enhance programming learners' motivation. Building upon this, our study explores the use of unplugged gamification (i.e., gamification implemented without digital technology) combined with challenge-based learning during a programming workshop. Using Grounded Theory methods and data collected from focus groups, we analyzed and interpreted the perceptions of 24 programming learners regarding the gamified workshop. Learners reported experiencing collaboration while learning, with some indicating increased effort to obtain rewards, while others seemed to forget about the rewards altogether. Our findings provide valuable insights for computing teachers and researchers into how unplugged gamification combined with challenge-based learning is perceived by programming learners.