Original scientific paper
https://doi.org/10.32728/mo.20.2.2025.01
Narration, Meaning and Memory: Theoretical and Empirical Considerations On Learning Through Storytelling
Ranko Rajović
; monika.pazur@ufzg.hr
Monika Pažur
; Učiteljski fakultet Sveučilište u Zagrebu
Danilo Rajović
; Filozofski fakultet Univerzitet u Novom Sadu
Nevenka Maras
; Učiteljski fakultet Sveučilište u Zagrebu
Abstract
The aim of this study was to examine the effectiveness of the storytelling method compared to traditional rote learning in the context of short-term memory for different types of information. The study involved 101 participants, divided into a control and an experimental group. The experimental group used the method of illogical stories and associations, while the control group learned through declarative presentation of facts. The results show that storytelling was statistically significantly more effective in tasks involving the sequence of concepts and non-intuitive numerical data. In tasks with biographical facts, traditional rote learning was more effective for questions requiring precise numerical recall, whereas storytelling proved more successful for visually and emotionally rich content. The findings point to the importance of adapting teaching methods to the type of content and emphasize the need to integrate narrative strategies into educational practices.
Keywords
storytelling; memorizing; embodied knowledge; narrative pedagogy; illogical stories
Hrčak ID:
351934
URI
Publication date:
7.10.2026.
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