Investigating the Effects of Extended Reality ( <scp>XR</scp> ) on Interpreter Competencies: An Experimental Study of a Pioneering <scp>XR</scp> Mobile‐Assisted Language Learning Application for Interpreting Training
Venus Chan
Abstract
ABSTRACT 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.