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.
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 exten...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 3; pp. 1 - 19 |
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| Formato: | clinical trial pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Jun2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=185452196&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185452196 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2025 vid: 41 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 185452196 185452196 185452196 10.1111/jcal.70055 185452196 ppf: 1 ppct: 18 formats: tig: atl: 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. aug: au: Chan, Venus affil: Department of Humanities, Language and Translation, School of Arts and Social Sciences, Hong Kong Metropolitan University, Hong Kong, China sug: subj: Mobile Applications Education Language Education Interpreter Services Cultural Competence Augmented Reality Virtual Reality Learning Methods Teaching Methods Functional Status Human Funding Source Male Female Adolescence Adult Empirical Research Clinical Trials Natural Language Processing Conceptual Framework Cost Effectiveness Analysis Vocabulary Education Self Assessment Translations Pretest-Posttest Design Interrater Reliability Interviews Questionnaires Descriptive Statistics Comparative Studies kappa Statistic Analysis of Covariance Wilcoxon Rank Sum Test Adolescent: 13-18 years Adult: 19-44 years Male Female ab: 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. pubtype: Academic Journal doctype: clinical trial pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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