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ERIC Number: EJ1474514
Record Type: Journal
Publication Date: 2025-Jun
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-4909
EISSN: EISSN-1365-2729
Available Date: 2025-05-08
Investigating the Effects of Extended Reality (XR) on Interpreter Competencies: An Experimental Study of a Pioneering XR Mobile-Assisted Language Learning Application for Interpreting Training
Journal of Computer Assisted Learning, v41 n3 e70055 2025
Background: Technology advancement changes not only interpreting practices but also its pedagogy, which has long been criticised for lacking authenticity in/out-of-classroom practices. Objective: This empirical research aims to develop a mobile-assisted language learning application powered by extended reality (XR). Shortened as 'XR MALL', this pioneering app contains learning resources, video demonstrations, virtual reality (VR) practice and augmented reality (AR) functions and is incorporated into interpreting classes for blended learning. Methods: The effects of XR MALL on interpreting knowledge and performance were examined based on a quasi-experimental design and a theoretical framework that combines a constructivist approach (CA) and an interpreter competence model (ICM). While the control group was taught using the traditional teaching approach, XR MALL was adopted in the experimental group for 10 weeks. Pre- and post-study interpreting tasks were used to assess students' interpreting knowledge and practical skills. Results: The results revealed that the experimental group had significant improvements in their declarative interpreting knowledge and practical interpreting techniques in both sight and consecutive interpreting modes and English-Chinese and Chinese-English bi-directions compared to the control group, in which traditional teaching was deployed. Conclusions: The study suggests that the integration of XR (VR and AR) and mobile technologies effectively enhances students' learning outcomes and performance via immersive, ubiquitous and constructive learning.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1Department of Humanities, Language and Translation, School of Arts and Social Sciences, Hong Kong Metropolitan University, Hong Kong, China