Storycode Digital Narrative Coding Lab Structure for Primary School – Version 2.0
You can download the Full Detailed Protocol of the Digital Narrative Coding Lab Version 2.0, which includes the instructions for Sessions 1 to 15 and all annexed materials at the end of the document, in the following languages:
In the following link, you can download I-code v1.2.73 – User Recommendations. With this new version, several updates have been released (October 10, 2025).
Below, you will find a brief description of the Digital Narrative Coding Lab structure for primary school 2.0, expanded and refined into a more advanced and extended version for primary education, which has evolved based on the experiences and research conducted with Version 1.0.
Digital Narrative Coding Lab 2.0 Brief Description
| SESSION | TITLE | OBJECTIVE | BRIEF DESCRIPTION | SETTING |
|---|---|---|---|---|
| 1 | Coding without technology (coding unplugged) - Part 1 | Introduce children to the laboratory and familiarize them with the basic concepts of algorithmic thinking: start, end, and command sequencing. | Students sit in a circle and learn about programming through a fun movement game. The teacher shows command cards (“Play,” “Stop,” “Move forward,” “Turn right/left”) and guides the group to follow them. Then, children take turns being “programmers” and “robots” to create short action sequences. The activity ends with a short discussion about movement and how it connects to coding. | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 2 | Coding without technology (coding unplugged) - Part 2 | Familiarize with the movement of an object on a grid, understanding the concepts of sequence and laterality. | Students sit in a circle and are introduced to the day’s unplugged coding activity using a paper grid. They color and cut out their character and command cards, then learn what each command means through discussion with the teacher. Next, they create command sequences to move their character along routes of increasing difficulty, solving small challenges and reflecting on their steps. The session ends with a short discussion about movement, direction, and coding concepts. | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 3 | Training with i-code | Train with the I-code tool, providing the technical skills needed for subsequent activities. | Students sit in a circle and explore the I-code tool. The teacher introduces the command cards, linking them to previous unplugged coding activities, and explains their functions using examples or projections. In small groups, children learn to use tablets to load backgrounds and characters, move them using the cards, and record sounds and short videos. The session ends with a group reflection on what they learned and how I-code works. | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 4 | Story-Retelling with i-Code (Story with Beginning, Middle, and End) – Part 1. | Familiarize with the i-Code tool through narrative models and computational logic concepts. | Students sit in a circle and review what they learned about I-code. The teacher introduces a short story and explains that students will retell it using I-code. In small groups, children listen to the story, draw and color characters and backgrounds, and upload them to the app. They then use I-code tiles to animate and retell the story. The session ends with a brief reflection on using I-code to create stories. | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 5 | Story-Retelling with i-Code (Story with Beginning, Middle, and End) – Part 2. | Continue familiarizing students with the i-Code tool through narrative models and computational logic concepts. | Students sit in a circle and review their previous I-code story project. They reread the story and use I-code to complete the parts they started earlier, finishing the animation and sequence of events. The teacher supports groups as needed and guides a final discussion about the experience and how I-code can be used to tell stories. | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) [Evaluation of the groups' collaboration during sessions 5, 10, and 15 of the Digital Narrative Coding Lab by the teacher]. |
| 6 | Story-Retelling and Storytelling with i-Code (Beginning of the Story) – Part 1. | Fostering learning of narrative structure, sequential logic, and computational thinking concepts. | Students sit in a circle and are introduced to creating their own story using I-code. In groups, they brainstorm the main idea and plan the beginning of their story, leaving the middle and end for later sessions. They then draw and photograph characters and backgrounds, upload them to I-code, and start coding the story’s opening using basic movement commands. The session ends with a group reflection on the storytelling and coding process. | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 7 | Story-Retelling and Storytelling with i-Code (Beginning of the Story) – Part 2. | Continue fostering learning of narrative structure, sequential logic, and computational thinking concepts. | Students sit in a circle and review their I-code story project from the previous session. They continue working on and completing the beginning of their story, adding new commands like Jump or Turn to make it more dynamic. Children test these new actions along with the basic ones learned earlier. The session ends with a short reflection on their progress and how I-code helps tell stories. | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 8 | Story-Retelling and Storytelling with i-Code (Continue the Story by Adding Simple Programming Elements) – Part 1. | Stimulating narration and computational thinking.thinking. | Students sit in a circle and review the story they began in previous sessions. They work in groups to continue the story, ensuring it includes a character moving and avoiding an obstacle, and two characters meeting and interacting. Once the story is planned, children start programming it in I-code, with the teacher offering minimal technical support. The session ends with a reflection on storytelling, problem-solving, and using I-code creatively. | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 9 | Story-Retelling and Storytelling with i-Code (Continue the Story by Adding Simple Programming Elements) – Part 2. | Continue stimulating narration and computational thinking. | Students review their story progress from the previous session and continue working with I-code to complete the scene. They refine their programming sequences to ensure smooth movement, obstacle avoidance, and clear character interaction. Teachers support debugging and sequencing as needed. If finished, groups record their scene. The session ends with a reflection on challenges and successes in using I-code. | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 10 | Story-Retelling and Storytelling with i-Code (Insert Repetition) – Part 1. | Introducing the concept of repetition (loops) through narrative structure and coding. | Students sit in a circle and learn about the concept of repetition, or “loops,” in storytelling and coding. In groups, they continue developing their story and identify moments where an action can be repeated (e.g., knocking three times, jumping twice). They use the I-code Loop card to program these repetitions and test their sequences. The teacher offers technical help when needed. The session ends with a reflection on the activity and the use of loops in stories. | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) [Evaluation of the groups' collaboration during sessions 5, 10 and 15 of the Digital Narrative Coding Lab by the teacher]. |
| 11 | Story-Retelling and Storytelling with i-Code (Insert Repetition) – Part 2. | Consolidating the use of repetition in narrative and programming | Students review their progress and continue refining the use of repetition in their I-code stories. They ensure that repeated actions are clear and meaningful, testing how loops work in their programmed sequences. The teacher guides reflection through questions and helps troubleshoot as needed. Groups that finish early record their segment. The session ends with a discussion on how repetition enhances storytelling. | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 12 | Storytelling with i-Code (Introduce a Problem-Solving Situation) – Part 1. | Introducing basic conditional thinking through storytelling and programming. | Students sit in a circle and learn that their story will now include a problem the character must solve. In groups, they create a simple challenge—like a blocked path, a lost object, or a decision between two routes—and plan how to represent both the problem and its solution using I-code. The teacher guides them in thinking logically about cause and effect. Groups that finish early test their programming. The session ends with a reflection on storytelling and problem-solving. | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 13 | Storytelling with i-Code (Introduce a Problem-Solving Situation) – Part 2. | Consolidating conditional and problem-solving thinking in storytelling. | Students review their story and continue programming the part that shows the problem and its solution using I-code. They test and adjust their sequences, exploring different outcomes and choices for the characters. If time permits, groups share their short scenes with the class. The session ends with a reflection on how they represented the problem-solving process through coding and storytelling. | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 14 | Storytelling with i-Code (Developing the Story’s Ending) – Part 1. | Creating the conclusion of the story using narrative and computational logic. | Students sit in a circle and discuss how to create an ending for their story. In groups, they design, draw, and program the final scenes using I-code, ensuring the ending connects logically to previous events. They can choose from different coding elements—movement, interaction, loops, or conditionals—to show closure. The teacher supports technical and narrative coherence. The session ends with a reflection on how the story concludes and how well it fits together. | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) |
| 15 | Storytelling with i-Code (Developing the Story’s Ending) – Part 2. | Finalizing the complete narrative project and present it. | Students sit in a circle and prepare to complete and present their I-code stories. They finalize their programming, refine sequences, and record their full story using the coding tools they’ve learned (movement, interaction, loops, conditionals). Teachers assist with setup and guide group presentations. The session concludes with story sharing and a final reflection on the creative and coding experience. | Collaborative activity in he classroom (Heterogeneous groups of 3-5 participants) [Evaluation of the groups' collaboration during sessions 5 10 and 15,of the Digital Narrative Coding Lab by the teacher]. |
