This methodological and conceptual contribution develops an integrative framework for research on educational technology that systematically links internal and external validity, different research approaches, and heterogeneous outcome dimensions. Drawing on the recurring disappointment regarding the limited learning benefits of digital technologies— illustrated by the example of virtual reality (VR)—the article argues that technological innovations can only be adequately assessed if their effects can be clearly attributed and transferred to authentic learning contexts. Using central research logics, including media comparison, value-added, and ATI/LTI approaches, it shows how the choice of research approach shapes the type of evidence generated and the associated validity requirements. In addition, the article extends existing outcome models by incorporating a behavioral dimension to reflect the multidimensional nature of teaching and learning processes. The proposed framework illustrates that progress in educational technology research depends on the combination of methodological rigor, context-sensitive evidence, and multidimensional outcome assessment. Finally, practice-oriented recommendations are presented to support cumulative evidence development, transparent reporting standards, and the integration of laboratory and field research.