Several studies on gamification applied to educational systems aim at encouraging students to do certain tasks and improving their learning. According to the literature, most gamification frameworks are structural (e.g. scoring systems, ranking, etc.), with few content-related frameworks. To the best of our knowledge, there is no narrative framework available. Therefore this paper analyses data obtained from a survey about the students' preferred game elements in an educational context, with focus on Association Rules found concerning Narrative and Storytelling elements. We show that Narrative and Storytelling are tightly related and provide insights of their use in groups with other game elements, enabling the creation of gamified strategies based on these aspects.Gamified education has already achieved positive results [Borges et al. 2014, Deterding et al. 2011b, when used concomitantly with traditional methodologies, or as a complement to virtual applications. According to [Smith-Robbins 2011], one can observe some of these elements already present in the traditional methodology. Traditional teaching can be compared to the process of gamification, through a parallel between concepts found in the traditional model, such as grades, groups, and degrees, and game elements such as points, levels, and achievements.Nevertheless, in spite of its advantages, gamification interventions might still sometimes fail to improve students' motivation [Toda et al. 2018]. Thus, we have researched ways to improve the current gamification landscape. One way to provide better gamification recommendations, explored in this paper, is to rely on elements different