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Abstract: The Information Society has shifted the possibilities in the field of education and brought new methods of using the latest information and knowledge technologies. However, the attention of managers and teachers is once again focused on storytelling as the oldest knowledge transfer method. The practical experiences of many professionals, managers and others working in different areas around the world show that the method has got significant advantages. If properly constructed, stories represent an effective and important knowledge management tool for motivation, persuasion, communication, interpretation and education, as well as sharing tacit knowledge and visualise the invisible. Such knowledge is also lectured at universities, and we often see that stories told are the deepest stored knowledge of a whole course. Therefore, we have decided to use this tool actively in the courses of knowledge management at the Department of Mediamatics and Cultural Heritage. In the first semester, students created the so-called digital storytelling projects on specialised topics in the field of knowledge management. Frankly, we were surprised by their creative approach. Therefore, we continue in the research into the effectiveness of traditional storytelling in terms of transferring different types of knowledge. We are carrying out research to compare two groups of students. On the one hand, we analyse the effectiveness of the classical knowledge transfer method using lectures supported by PowerPoint presentations (the first group), and, on the other hand, the effectiveness by appropriately constructed story (the second group), while the content of the knowledge transfer is identical. The identical level of knowledge in both groups is ensured with pre-tests before the lectures. Subsequently, we observe the effectiveness - success rate in post-tests in both groups. The levels of knowledge transfer are evaluated separately for each type of knowledge - know-what, know-how, know-why, immediately after the lecture and one month later. We assume that there will be a statistically significant difference in the success of knowledge transfer in these two groups. We also assume that the group with classical teaching will be successful in the first test in answering know-what questions. At the same time, we expect that the group with storytelling will achieve better results in general , as the time of retention of knowledge transferred through storytelling should be longer. We...