The importance of technology in our life is growing rapidly. Its impact on education, however, remains limited because of a lack of tuning with pedagogy. This proposal aims at increasing the pedagogical value of technology, by studying the effectiveness of videoblogging (vlogging) in science education. Whereas vlogging has proven itself as an increasingly popular form of entertainment among adolescents, a small but increasing number of studies shows that vlogging can provide a powerful means to enhance students’ learning and engagement in science education. It is, however, yet unknown what aspects of vlogging contribute to these benefits. Based on theories of learning, vlogging may be effective because it relies on proven learning strategies, such as explaining. It also allows the use of visual support, such as pictures, diagrams, or gestures, and thus fosters learning through multiple modalities and enables interaction between learner and learning materials. Additionally, vlogging may increase engagement and students interest in science by introducing more social activities. The proposed project will experimentally investigate how explaining, visual support, and social aspects contribute to learning and engagement during vlogging. It also investigates how innovative technologies, such as artificial intelligence and augmented reality, can support vlogging and enhance learning and engagement.