The present study was conducted with the aim of educational design based on gamification and determining its effect on the learning anxiety of fifth grade elementary students. In order to achieve the goal of the research, a mixed method was used, in the first stage, by searching in reliable databases and screening the results according to the keywords in the period from 2000 to 2024, suitable strategies with comparative content analysis to reduce the anxiety of learning based on The gamification game was obtained according to the two components of concentration and self-concept, and suitable activities were designed based on them. In the second part, a quasi-experimental design of pre-test-post-test type was used with a control group for the students of Alborz province in the academic year of 1403. The sample consisted of 64 students who were selected by the available sampling method and then randomly replaced into two experimental (34 people) and control (30 people) groups. The designed educational program was implemented during 9 sessions for the mathematics course. In this research, Hapko et al.'s math anxiety test (2003), attention concentration test (E Game Flow) and Yasen Chen's academic self-concept test (2004) were used with certain validity. Analysis of covariance was used to analyze quantitative data and test hypotheses. The results showed that educational design based on gamification has an effect on learning anxiety, so that due to the increase of self-concept (0.37) and academic focus (0.36), learning anxiety decreased (0.83)