Framing the Past: The Critical Role of Context and
Reflection in the Educational Use of Interactive Digital
Testimonies
Markus Gloe
Ludwig-Maximilians-Univ.
Fabian Heindl
Daniel Kolb
Published: December 31, 2025
Corresponding Author:
Markus Gloe
markus.gloe@gsi.uni-muenchen.de
DOI:
https://doi.org/10.29173/assert89
Pages: 32-42
Distributed under Creative
Commons
Attribution-Non-Commercial 4.0
International (CC BY-NC 4.0).
Copyright: Ownership of this article’s
copyright remains with the author(s),
subject to the Creative Commons
license.
ABSTRACT
Interactive Digital Testimonies (IDTs) are increasingly utilized in
educational settings to engage students with narratives of historical and
contemporary events. However, their effectiveness likely depends on
the contextual framing provided before the interaction and the
structured reflection phase that follows. This article explores the critical
role of contextualization and reflection in ensuring the pedagogical
value of IDTs by showcasing selected studies. Using examples from
Holocaust education and beyond, it argues that context helps students
understand the broader historical and social frameworks surrounding
testimonies, while reflection fosters critical thinking, empathy, and
meaningful connections to the material. The discussion highlights that
without these components, IDTs risk being perceived as isolated
narratives rather than tools for a deeper understanding of history and
memory. The article concludes by offering practical recommendations
for educators to design and implement IDT-based lessons that balance
immersive engagement with critical analysis, thereby enhancing their
potential to contribute to broader educational goals.
How to cite this article (APA): Gloe, M., Heindl, F., & Kolb, D. (2025). Framing
the past: The critical role of context and reflection in the educational use of
interactive digital testimonies. Annals of Social Studies Research for Teachers,
7(2), 32-42. https://doi.org/10.29173/assert89
Keywords: Interactive digital testimonies, contextualization, reflection, Holocaust
education
Gloe et al. Framing the Past
33
INTRODUCTION
Interactive Digital Testimonies (IDTs) have become an established tool in museums
and other educational institutions throughout the last decade. At their core, IDTs are
embodied conversational agents utilizing pre-recorded interview data to match users’
questions with suitable content from contemporary witnesses like Holocaust survivors
(Heindl, Kolb & Gloe, 2024; Kolb, 2022). In other words, IDTs combine interview
recordings with speech recognition and algorithms so users, such as students, can
ask individual questions and receive appropriate answers. The goal is to simulate
real-life talks as closely as possible. Yet, little is known about the circumstances that
influence whether interactions with IDTs lead to successful learning outcomes or not.
In this paper, we highlight the importance of contextualization and reflection by
introducing, summarizing, and discussing several research papers conducted on the
implementation and perception of IDTs. This includes qualitative studies conducted in
museum settings as well as comparative studies on the effects of different visual
displays of IDTs.
THE RESEARCH
Research on IDTs has gained increasing attention in recent years, exploring their
potential for education, memory culture, and user engagement (e.g., Ballis et al.,
2025). The following section presents three key studies that contribute to this growing
field.
Gloe's paper, Digital Interactive 2D/3D Testimonies in Holocaust Museums in the
United States and Europe, examines how IDTs are presented in Holocaust museums
and how different formats influence visitor perception. Conducted at the Illinois
Holocaust Museum and Education Center (Skokie, Illinois), the Holocaust Museum
Houston (Texas), and the Swedish History Museum (Stockholm), the research
involved participant observations, semi-structured interviews with museum staff and
Gloe et al. Framing the Past
34
visitors, and detailed field notes documenting user interactions (Gloe, 2021). Semi-
structured interview approaches utilize a prepared outline with questions while
leaving room for individual questions that emerge during the interviews.
In Effects of Visual Modality on Conversations with Interactive Digital Testimonies:
Preparing for the Post-Witness Era, Kolb et al. investigated how different levels of
visual modality (audio-only, audio-visual 2D, audio-visual stereoscopic 3D) affect
user perception. The paper covers two separate mixed-methods studies, a 2×2
between-subjects study comparing audio-only with audio-visual 2D in in-person and
online settings (𝑛 = 82) and a within-subjects study comparing audio-visual 2D with
audio-visual stereoscopic 3D (𝑛 = 51). Participants provided quantitative data through
pre-validated questionnaires as well as qualitative data through free-text fields and
semi-structured interviews. The respective data of the two studies were analyzed
individually, using both quantitative and qualitative methods (Kolb et al., 2025).
The paper Different Installments of the Interactive Testimony of Eva Mozes Kor from
Gloe, Heindl, and Kolb employs a qualitative research approach focusing on the
implementation of the IDT of Holocaust survivor Eva Mozes Kor in three U.S.
museums: the CANDLES Holocaust Museum, the Indiana Historical Society, and the
Dallas Holocaust and Human Rights Museum. The methodological approach
includes active participant observation, field notes as well as semi-structured
interviews with museum staff. Data analysis was conducted using an inductive coding
process, identifying patterns and thematic connections between different testimonial
formats and museum settings. The study also incorporates comparative analysis,
examining variations in the integration and presentation of IDTs across the three
institutions. By analyzing both user interaction and institutional approaches, the study
explores how contextual framing, facilitator involvement, and narrative structure
shape audience engagement and educational effectiveness (Gloe, Heindl & Kolb,
2025).
FINDINGS
Gloe et al. Framing the Past
35
Gloe's paper highlights that the integration of IDTs in Holocaust museums
significantly impacts visitor engagement and historical perception. The findings reveal
that while IDTs create a powerful sense of presence, they also raise concerns about
authenticity and the nature of digital memory. Visitors who interacted with these
testimonies responded in diverse ways—some found the experience deeply
immersive and emotionally engaging, while others were skeptical about the
technological mediation of survivor narratives. The study also underscores that the
success of these IDTs depends on their contextual integration within museum
exhibitions. Museums that effectively link IDTs with historical artifacts, documentary
materials, and educational programs enhance the credibility and impact of the
experience. Ultimately, the paper suggests that while IDTs cannot replace direct
encounters with survivors, they offer a meaningful and innovative approach to
Holocaust education, ensuring that survivor voices remain accessible to future
generations (Gloe, 2021).
Kolb et al. found that IDTs using audio-visual 2D output improve user experience,
immersion, and perceived authenticity over audio-only versions. Audio-visual
stereoscopic 3D IDTs are perceived as even more authentic and immersive than
audio-visual 2D IDTs, however, this is diminished by a less comfortable interaction
due to the use of 3D glasses. While the first study showed no clear differences in
how people felt or how engaged they were when using audio-only versus audio-
visual 2D IDTs, the interviews revealed that seeing the contemporary witness helped
people focus and feel more connected. In the second study, people did not rate the
3D IDT any better than the 2D IDT overall, since the 3D glasses made interactions
with the 3D IDTs less physically comfortable, with prolonged usage being particularly
more strenuous for the eyes. Still, some people reported that the 3D IDT felt more
real and made them feel more at ease when interacting, even if the quantitative data
returned no significant difference. Consequently, in addition to the use case, target
audience, and technical limitations, implementations would need to explore methods
of minimizing discomfort to fully utilize these potential benefits of 3D IDTs, since the
Gloe et al. Framing the Past
36
physical discomfort appears to counteract advantageous effects (Kolb et al., 2025).
The study by Gloe, Heindl, and Kolb reveals that the implementation of IDTs in
Holocaust museums varies significantly based on institutional priorities, exhibition
design, and technological resources. The comparative analysis of three U.S.
museums featuring the testimony of Holocaust survivor Eva Mozes Kor demonstrates
that while IDTs enhance engagement and provide immersive learning experiences,
their effectiveness depends heavily on contextual integration, facilitation, and user
interaction design. Museums that closely link IDTs with historical exhibits and provide
structured guidance tend to foster deeper engagement and understanding. However,
differences in display formats, facilitation styles, and audience expectations impact
the way visitors interact with and interpret survivor testimonies. The study
underscores that while IDTs offer innovative ways to preserve Holocaust narratives,
their success relies on thoughtful implementation, ensuring that the balance between
interactivity and narrative coherence is maintained (Gloe, Heindl & Kolb, 2025).
PRACTICAL IMPLICATIONS FOR TEACHERS
Based on the findings of the papers, we emphasize the importance of prior
preparation and contextualization when planning to implement IDTs in educational
settings. As suggested by Heindl (2021), this includes establishing factual
(information about the circumstances of the events referred to in the IDT), personal
(information on the role of the person featured in the IDT within the given time and
space of the events referred to in the IDT), and technical (information on the purpose,
production, and functioning of IDTs themselves) context.
Notably, such contextual information may be provided in some cases by institutions
such as museums and educational centers when using an IDT as part of a field trip.
However, some of our findings indicate notable differences in the quantity and quality
of such information (Gloe, 2021; Gloe, Heindl & Kolb, 2025), thus demonstrating the
need for teachers to critically evaluate and, if necessary, supplement existing
Gloe et al. Framing the Past
37
contextual information. In any case, IDTs should not be interpreted as a self-sufficient
learning experience and only be used as part of an overall learning agenda.
The studies also suggest that historical learning with IDTs is particularly effective
when they are not used in isolation but in combination with traditional media of
Holocaust education (Gloe & Heindl, 2023). Integrating original documents, diary
entries, or historical photographs enhances reflection and helps students
contextualize the digital elements. Additionally, other media can support answering
students' questions that the IDT could not address due to a lack of recorded
responses or that arise after engaging with the IDT.
When implementing IDTs, it is essential to consider the diversity of presentation
formats to accommodate different user needs and learning contexts (Kolb et al.
2025). Offering flexibility in input and output, such as the choice between 2D and 3D
representations, can help adapt to students' preferences and technological
requirements. Additionally, learners should have the option to interact with IDTs
individually, at home or in different time slots, or group settings, depending on
pedagogical goals. Addressing potential barriers, such as language and
pronunciation issues, further ensures accessibility for diverse users. Since user
needs may vary and even conflict, IDTs should incorporate customizable and
adjustable output features, such as the ability to choose between 2D and 3D formats
or by providing closed captions.
A structured approach to using IDTs enhances learning processes, as mere
interaction with the system does not automatically lead to deeper engagement.
Teachers should actively moderate the use of IDTs, for example, by providing guiding
questions that help structure students' exploration. However, this does not mean that
only the teacher poses questions while students passively observe the interaction or
that students should simply read out preselected questions. Instead, students should
be encouraged and supported in formulating their own critical and reflective
questions when engaging with the IDT. This makes it essential to focus not only on
Gloe et al. Framing the Past
38
the answers provided by the IDT but also on the process of questioning itself. In this
regard, the context in which IDTs are produced, as discussed earlier, plays a crucial
role in shaping meaningful inquiry and engagement.
In addition to offering relevant contextual information and incorporating the use of
IDTs into a thoughtfully structured learning concept, we emphasize the importance of
reflecting on interactions with IDTs afterward. This reflection should address both the
object-level aspects of IDTs, such as the information provided by the witness
featured in the IDT and the experiences made by the students, and the meta-level,
including questions about the ethical implications and the impact of IDTs on memory
culture. Equally essential is the reflection on the specific characteristics of non-linear
narrative structures, which distinguish IDTs from traditional video testimonies (Gloe &
Heindl, 2023; Heindl, 2021). To support teachers in this process, we recommend
offering a set of adaptable reflection questions. These might include: What aspects of
the testimony resonated most with you, and why?, How does interacting with an IDT
differ from watching a linear video?, What ethical responsibilities arise when
engaging with digital representations of survivors?, and In what ways can IDTs shape
or challenge our understanding of historical memory? Notably, this also offers a
chance to use IDTs as an example to promote different skills, such as media literacy,
by addressing the chances and risks of AI-based tools and deconstructing their
inherent operating principles and limitations.
CONCLUSION
IDTs are a new and promising format. However, questions regarding their effects
within the realm of Holocaust Education remain unknown. As part of this paper, we
summarized publications addressing the currently known factors impacting the
successful implementation of IDTs in learning settings. Notably, the effectiveness of
IDTs in education depends on structured contextualization and reflection. IDTs
should not be used in isolation but integrated into a guided learning process with
preparatory information, active facilitation, and post-interaction reflection. Providing
Gloe et al. Framing the Past
39
historical, personal, and technical context enhances students’ ability to critically
engage with the content, while reflection on non-linear storytelling fosters deeper
learning and media literacy. Adaptable formats, including 2D/3D options and
accessibility considerations, further improve usability. A thoughtful implementation
that balances immersion with critical inquiry ensures IDTs contribute meaningfully to
historical education and memory culture. Future research should continue to explore
best practices for IDT implementation and assess their long-term impact on students’
historical consciousness and engagement.
Q & A WITH MARKUS GLOE, FABIAN HEINDL, AND DANIEL KOLB
Teacher’s Question #1: What makes IDTs distinct from other primary sources teachers
use in the classroom? (You write, “IDTs are a new and promising format.” How so?)
Authors’ Response: IDTs differ significantly from traditional formats, such as texts or
films, used in Holocaust Education and related fields primarily due to their non-linear
structure. Unlike most conventional sources, where the order of the content is
determined by an author or director, IDTs allow users, such as teachers or students,
to shape their own learning experience. Students can ask their own questions and
receive responses that are directly relevant to their inquiries, fostering a more
personalized, immersive, and responsive form of engagement.
Teacher’s Question #2: How would your recommendations apply to IDTs outside of
Holocaust Education?
Authors’ Response: While IDTs have been largely developed within the context of
Holocaust Education, their (potential) use cases extend far beyond this field. In fact,
IDTs have already been created to address a range of other historical and
contemporary issues, including the Civil Rights Movement in the United States, the
agony of the survivors of the atomic bombings of Hiroshima and Nagasaki, the
atrocities committed under communist regimes in Bulgaria, and the ongoing
Gloe et al. Framing the Past
40
discrimination faced by Romani communities in Germany. Accordingly, our
recommendations are not limited to Holocaust-related IDTs. We see them as broadly
applicable to any IDT, regardless of the specific topic.
Teacher’s Question #3: How would you assess the impact on student learning with
IDTs?
Authors’ Response: While interest in the educational potential of IDTs is growing, the
current body of empirical evidence is limited. Recent studies, however, point to
promising outcomes. For instance, in their study Beyond the Screen: Comparing
Holocaust Museum Visitor Outcomes from Interactive Dimensions in Testimony
Exhibits with 2D Film Exhibits, Browning et al. (2025) found that IDTs elicited stronger
emotional responses, higher learning gains, greater visitor satisfaction, and a stronger
intention to act as “upstanders” compared to traditional film-based exhibits. Similarly,
Marcus (2025), in “She’s in the Room with Us…”: Approaches to Digital Holocaust
Survivor Testimony in an American Secondary School, reported high levels of student
satisfaction and engagement, along with a strong interest in further interaction with the
format. Despite these encouraging findings, more research is needed to systematically
examine learning outcomes and long-term effects across different domains, age
groups, and educational settings.
Teacher’s Question #4: What are museums and other educational institutions creating
or providing teachers to prepare students to use IDTs?
Authors’ Response: Currently, there is no standardized framework guiding museums
or educational institutions on how to effectively prepare students for interacting with
IDTs; even for different museums offering the same IDT. As a result, approaches to
implementation, including content, format, and pedagogical strategy, vary. Drawing on
our previous research (e.g., Gloe, 2021: Digital Interactive 2D/3D Testimonies in
Holocaust Museums in the United States and Europe; Gloe et al., 2025: Different
Installments of the Interactive Testimony of Eva Mozes Kor) and our practical
Gloe et al. Framing the Past
41
experiences, we have found that most institutions do offer some form of introduction
or written guidance. This may include signage or brief explanations about the IDT itself,
the featured individual, and the project’s background. However, these materials are
typically designed for a general audience and often do not address the specific
pedagogical needs of teachers and students. For this reason, we emphasize that - at
least under current conditions - teachers play the most important role in preparing their
students for any interaction with IDTs.
Teacher’s Question #5: What are some of the biggest drawbacks to IDTs that
teachers need to consider?
Authors’ Response: While IDTs are a promising and innovative educational format,
they also come with notable limitations, many of which stem from the inherent
characteristics of the medium. First, the content of IDTs is necessarily finite. The
number of possible responses is limited to what was recorded during the original
interviews, meaning that certain topics, particularly contemporary issues that have
emerged since the time of recording, may not be covered. Second, IDTs rely on
relatively recent technologies, including speech-to-text systems and AI-driven
algorithms. These technologies are sensitive to how users phrase their questions and
can be prone to errors, which may hinder students’ ability to access relevant or
accurate responses. The success of the interaction often depends on how clearly,
succinctly, and precisely a question is asked. From an educational standpoint, there
is also the potential for students to be more captivated by the novelty of the
technology than by the content itself. This could divert attention away from deeper
engagement with the testimony. That said, the educational impact of IDTs and how
students perceive and interact with them remains an evolving area of research.
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