Educational gamification, which can be defined as the use of game elements to influence learning-related behaviours and attitudes with the goal of fostering positive learning habits, has gained increasing attention in the last decade. While a variety of game elements can be employed when gamified learning environments, many solutions rely predominantly on extrinsic motivators such as points, badges, and leaderboards. Among the less frequently implemented game elements is narrative, despite its well-established role in education as a means to foster learners’ affective engagement, and enhance conceptual understanding.

Focusing on narrative-driven gamification, this paper explores the intersection of storytelling and educational gamification, offering insights into how narrative techniques can be integrated into gamified learning, how they influence the student experience in higher education, and what are the main challenges to be overcome in its implementation.

This study began with a literature review on the role and impact of narrative in educational gamification, leading to the identification of key narrative design principles for creating engaging learning experiences. The development of a gamified learning environment, entitled The Chronicles of Knowledge (TCOK), was informed by these principles. Situated within a fictional steampunk universe, this learning environment saw learners assume the role of heroes embarking on a narrative-driven learning journey with the objective of saving the legendary city of Wisdom Wharf. TCOK was implemented in a customised version of the Moodle platform and tested during the second semester of the 2024-2025 academic year. The implementation was conducted with a group of 14 first-year students enrolled in the Bachelor's Degree in Innovative Technologies for Digital Communication at Link Campus University, a private university based in Rome. The intervention was conducted within the context of the Applied Games course, which spanned a duration of six weeks. The course adopted a Flipped Learning approach.

A mixed methods strategy was used to assess the effectiveness of the narrative-driven gamified environment. Quantitative data were collected through the analysis of students' interactions with the Moodle platform, focusing on engagement with learning activities and training materials. To complement this, qualitative data were gathered through a focus group designed to capture students’ subjective experiences and perceptions.

The findings suggest that the narrative component significantly contributed to participants' engagement and overall enjoyment of the learning experience. Many students praised the fantasy and steampunk setting, which enhanced immersion and affective engagement. However, several areas for improvement were identified. Participants suggested enriching the narrative through more developed characters and improved visual storytelling. Some also highlighted that the episodic structure of the narrative posed challenges for continuity, particularly for those who missed classes, recommending the inclusion of regular recaps or story summaries to maintain coherence.

This study reinforces the value of narrative as a powerful yet underutilized element in educational gamification and highlights practical considerations for integrating storytelling into game-based learning environments in higher education.

Keywords: Higher Education, Flipped Learning, Gamification, Gamified Flipped Learning, Learning Management Systems (LMS).