The narrative form is always used for learning, both at school and in informal settings. Only recently, however, we have witnessed a growing interest from the scientific literature on the arguments.Originally confined to the field of literary criticism and narratology, the narrative is emerging as an object of research in relation to understanding, meaning attribution and learning. This growing interest is mainly due to the awareness of the role that fiction can play in support of human thought, as the external representation of knowledge, as a tool to express a series of events connected in a temporal and causal [Turner and Turner, 2003] organizing principle, that method to structure the perception, thinking, memory and action [McEvan, 1997], and actual psychological process that operates in the integration of many cognitive mechanisms, such as the principle of cause and effect, reasoning, language, visual thinking [Scalise Sugiyama, 2001]. Some researchers [Mott et al., 1999] push far as to assert that the narrative form should be used as a teaching tool for the entire course of studies and in relation to each discipline, since it appears to be crucial in the process of building meaning that in the construction of knowledge based on new experiences. Since the early work on the value of education and training of the narrative developed by cognitive psychology (in particular studies of J. Bruner ’90s), now also the area of research on educational technology has begun to focus its attention on’ use of narrative forms to implement technology environments for learning, to exploit the synergy between technology and narrative.