Framing the Past

The Critical Role of Context and Reflection in the Educational Use of Interactive Digital Testimonies

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.