Here, there, and everywhere: how spatial context and narrative framing shape experiences during the deconstruction of Nazi administrative documents

Educational and commemorative practices at memorial sites related to the Nazi era face evolving challenges, as fewer and fewer visitors have direct biographical or family connections to that period. At the same time, the digitization of archives and exhibitions offers new opportunities to engage younger generations. This study examines how spatial context (memorial site, laboratory, or online) and Narrative Framing (Victims' vs. Perpetrators' Perspective) influence visitors’ affective, motivational and cognitive experience during the digital deconstruction of Nazi administrative documents. Using an interactive touchscreen application featuring documents from the "Special Treatment 14f13" killing operation, N=409 participants were evaluated across settings. Results indicated that Spatial Context consistently influenced historical reception. Remote online participants exhibited significantly higher scores in several constructs of Historical Engagement as well as higher situational interest. Only for one Item of situational interest (desire to discuss the content with others) did participants express higher scores at the physical memorial site than online. Regarding specific emotions, a significant interaction effect showed that priming participants with the perspective of a perpetrator reduced feelings of shame both at the physical memorial site and in the laboratory, while emotional reactions in the online environment remained consistent across all perspectives. These results suggest that digital learning environments do not impair historical reception but rather reshape it. The findings should encourage memorial sites to make use of the online space — not as a substitute for a visit, but as an enriching complement.