For many years, survivors have dedicated themselves to the remembrance of their experiences during the Holocaust. In Germany, in-person survivor talks have become meaningful tools for mediating difficult history. In the near future, these in-person talks at schools will come to an end. Different institutions have developed substitutes for the time when the survivors are no longer with us. Holocaust survivors’ stories are reconfigured using an advanced technology in which the interactivity of the talks and the bodily presence of the person are captured. On platforms, students can ask their questions to the recording and unlock the story. In this paper, we compare in-person and on-screen talks of the Holocaust survivor Abba Naor. Before the pandemic, we accompanied him to different school classes in Germany. Since the survivor could not visit students in 2021, digital substitutes gained importance and were used for educating students. Our research, based on the theoretical frame of embodiment of memory, focuses on the engagement of the students with the survivor’s story. We present the results of an empirical study comparing high school students’ reactions to in-person and on-screen talks. Therefore, we interviewed students after their encounter with the eyewitness and with his digital presentation. The central result points to the community building potential of both types of presentations and to the necessity of becoming an active participant in “conversation” when engaging with on-screen talks. In the last paragraph, we discuss the potentials of interactive media for teaching (not just) difficult history.