This article examines the effects of a specific hybrid learning program, supported by a technology-mediated environment, on first year students enrolled in the Faculty of Psychology and Educational Sciences at the University of Geneva. The study, a qualitative analysis based on 66 students’ self-reflexive reports, suggests that this program, with its situated and immersive pedagogy, promotes a better understanding of the educational potential of ICT (epistemic mediation), a change in attitude towards these technologies (postural mediation) and, in some cases, the transfer of use to various spheres of activity: academic, professional and private spheres (praxeological mediation).