Holocaust education in transition from live to virtual survivor testimony: pedagogical and ethical dilemmas

Alan S. Marcus, Rotem Maor, Ian M. McGregor, Gary Mills, Simone Schweber, Jeremy Stoddard, David Hicks

Research output: Contribution to journalArticlepeer-review

6 Scopus citations


This article explores the pedagogical challenges and ethical dilemmas related to the use of Virtual Interactive Holocaust Survivor Testimony (VIHST) in place of live survivor testimony. The National Holocaust Centre and Museum (UK) uses 3D interactive digital as an attempt to replicate the meaningful learning experiences of listening to a live survivor. Data was collected through interviews with survivors and museum staff. Key findings include how survivors are chosen to participate, whether testimonies can or should be edited for pedagogical purposes, and challenges associated with virtual testimony that do not exist with live survivor testimony.

Original languageEnglish
Pages (from-to)279-301
Number of pages23
JournalHolocaust Studies
Issue number3
StatePublished - 2022

Bibliographical note

Funding Information:
for this study was provided by a Dean’s Research Incentive Grant from the Neag School of Education at the University of Connecticut. We wish to extend our gratitude to the Holocaust survivors and staff at the National Holocaust Centre who graciously participated in this study and for their exhaustive effort working with pupils.

Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.


  • Holocaust
  • Holocaust education
  • museum education
  • testimony
  • virtual interactive Holocaust survivor testimony
  • virtual testimony


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