67
Views
0
CrossRef citations to date
0
Altmetric
Review Article

Learning interpreting in virtual reality: a scoping review

ORCID Icon, ORCID Icon & ORCID Icon
Received 02 Jul 2023, Accepted 16 Apr 2024, Published online: 02 May 2024

References

  • The included publications were marked with an asterisk (*).
  • Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
  • *Braun, S., Davitti, E., & Slater, C. (2020). ‘It’s like being in bubbles’: Affordances and challenges of virtual learning environments for collaborative learning in interpreter education. Interpreter and Translator Trainer, 14(3), 259–278. https://doi.org/10.1080/1750399x.2020.1800362
  • *Braun, S., & Slater, C. (2014). Populating a 3D virtual learning environment for interpreting students with bilingual dialogues to support situated learning in an institutional context. Interpreter and Translator Trainer, 8(3), 469–485. https://doi.org/10.1080/1750399x.2014.971484
  • *Braun, S., Slater, C., & Botfield, N. (2015). Evaluating the pedagogical affordances of a bespoke 3D virtual learning environment for interpreters and their clients. In S. Ehrlich & J. Napier (Eds.), Interpreter education in the digital age: Innovation, access and change (pp. 39–67). Gallaudet University Press. https://doi.org/10.2307/j.ctv2rcnmhs.8
  • *Braun, S., Slater, C., Gittins, R., Ritsos, P. D., & Roberts, J. C. (2013). Interpreting in virtual reality: Designing and developing a 3D virtual world to prepare interpreters and their clients for professional practice. In D. C. Kiraly, S. Hansen-Schirra, & K. Maksymski (Eds.), New prospects and perspectives for educating language mediators (pp. 93–120). Narr.
  • Burdea, G. C., & Coiffet, P. (2003). Virtual reality technology. John Wiley & Sons.
  • *Chan, V. (2022). Using a virtual reality mobile application for interpreting learning: Listening to the students’ voice. Interactive Learning Environments. Advance Online Publication, https://doi.org/10.1080/10494820.2022.2147958
  • *Chan, V. (2023). Investigating the impact of a virtual reality mobile application on learners’ interpreting competence. Journal of Computer Assisted Learning, 39(4), 1242–1258. https://doi.org/10.1111/jcal.12796
  • *Chao, Y. (2021). 3D虚拟现实技术介入的译前准备与交替传译认知负荷的相关性研究 [Relationship between preparatory training with 3D virtual reality technology and cognitive load in consecutive interpreting]. Foreign Language Education, 42(5), 93–97. https://doi.org/10.16362/j.cnki.cn61-1023/h.2021.05.016
  • *Cheng, X., & Liu, H. (2023). 基于3D技术的虚拟口译仿真系统设计 [Design of virtual interpretation simulation system based on 3D technology]. Automation & Instrumentation, (8), 262–267.
  • *Chou, I., Zhang, C., & Yu, Y. (2021). The design and implementation of a virtual reality program for improving situated consecutive interpreting skills. In C. Pang, Y. Gao, G. Chen, E. Popescu, L. Chen, T. Hao, B. Zhang, S. M. B. Navarro, & Q. Li (Eds.), Learning technologies and systems. Proceedings of SETE 2020/ ICWL 2020 (pp. 401–410). Springer.
  • Cook, G. (2010). Translation in language teaching: An argument for reassessment. Oxford University Press.
  • Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Sage.
  • Cornillie, F., Thorne, S. L., & Desmet, P. (2012). ReCALL special issue: Digital games for language learning: Challenges and opportunities: Editorial Digital games for language learning: from hype to insight?. ReCALL, 24(3), 243–256. https://doi.org/10.1017/S0958344012000134
  • Dhimolea, T. K., Kaplan-Rakowski, R., & Lin, L. (2022). A systematic review of research on high-immersion virtual reality for language learning. TechTrends, 66(5), 810–824. https://doi.org/10.1007/s11528-022-00717-w
  • *Eraslan, Ş., Şahin, M., Alankuş, G., Altıntaş, Ö., & Kaleş, D. (2020). Virtual worlds as a contribution to content and variety in interpreter training: The case of Turkey. In M. D. Rodríguez Melchor, I. Horváth, & K. Ferguson (Eds.), The role of technology in conference interpreter training (pp. 101–128). Peter Lang.
  • *Eser, O., Lai, M., & Saltan, F. (2020). The affordances and challenges of wearable technologies for training public service interpreters. Interpreting, 22(2), 288–308. https://doi.org/10.1075/intp.00044.ese
  • European Commission. (2022). European language industry survey. https://elis-survey.org/wp-content/uploads/2022/02/2020-European-Language-Industry-Survey-full-deck.pdf.
  • Freeman, D. L., & Cameron, L. (2008). Research methodology on language development from a complex systems perspective. The Modern Language Journal, 92(2), 200–213. https://doi.org/10.1111/j.1540-4781.2008.00714.x
  • Frittella, F. (2021). Computer-assisted conference interpreter training: Limitations and future directions. Journal of Translation Studies, 1(2), 103–142. https://doi.org/10.3726/JTS022021.6
  • *Gerber, L., Hlavac, J., Shepherd, I., McIntosh, P., Archila, A. A., & Cho, H. (2021). Stepping into the future: Virtual reality training for community interpreters working in the area of family violence. Journal of Specialised Translation, (36b), 252–275.
  • *Guo, Y., Liu, N., Xia, X., & Guo, H. (2021). 语言知觉双加工:桥接虚拟与现实的认知机制 [Language and perception processing: The cognitive mechanism bridging virtuality and reality]. Technology Enhanced Foreign Language Education, (2), 73–77 + 84 + 11.
  • Han, C., & Lu, X. (2023). Can automated machine translation evaluation metrics be used to assess students’ interpretation in the language learning classroom? Computer Assisted Language Learning, 36(5–6), 1064–1087. https://doi.org/10.1080/09588221.2021.1968915
  • Hew, K. F., & Cheung, W. S. (2010). Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: A review of the research. British Journal of Educational Technology, 41(1), 33–55. https://doi.org/10.1111/j.1467-8535.2008.00900.x
  • *Hu, P. (2023). Business interpreter training in the 3D virtual reality environment: A pilot study in China. Scholars International Journal of Linguistics and Literature, 6(3), 169–176. https://doi.org/10.36348/sijll.2023.v06i03.00X
  • *Hu, P., & Xia, R. (2023). VR辅助口译教学效果及影响因素研究 [Virtual reality assisted interpreter training: Effectiveness and influencing factors]. Technology Enhanced Foreign Language Education, (3), 86–92 + 125.
  • Huang, X., Zou, D., Cheng, G., & Xie, H. (2021). A systematic review of AR and VR enhanced language learning. Sustainability, 13(9), 4639. https://doi.org/10.3390/su13094639
  • Kajzer-Wietrzny, M., & Tymczyńska, M. (2014). Integrating technology into interpreter training courses: A blended learning approach. inTRAlinea Special Issue: Challenges in Translation Pedagogy, 16, 1–12. https://www.intralinea.org/specials/article/2101.
  • Kavanagh, S., Luxton-Reilly, A., Wuensche, B., & Plimmer, B. (2017). A systematic review of virtual reality in education. Themes in Science and Technology Education, 10(2), 85–119. https://www.learntechlib.org/p/182115/.
  • Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in computer-assisted language learning. Routledge.
  • *Li, J. (2023). 构建产教研合作视域下的”A + B+D”口译实训系统 [Constructing the “A + B+D” interpreting training system from the perspective of industry-education-research cooperation]. English on Campus, (34), 22–24.
  • *Li, X., & Cao, T. (2022). 基于虚拟现实技术的英语口译教学模式研究 [English interpreting teaching models based on virtual reality technology]. Heilongjiang Education (Theory & Practice), (4), 52–54.
  • Lin, T. J., & Lan, Y. J. (2015). Language learning in virtual reality environments: Past, present, and future. Journal of Educational Technology & Society, 18(4), 486–497.
  • Liu, H. (2023). A literature review of virtual reality in interpreting teaching (2012–2023). World Journal of Educational Research, 10(6), 170–181. https://doi.org/10.22158/wjer.v10n6p170
  • *Liu, M. (2016). 欧盟IVY应用特点及其对机助口译教学的启示 [The European Union IVY project and its inspiration to computer assisted interpreter training]. Modern Educational Technology, 26(6), 74–79. https://doi.org/10.3969/j.issn.1009-8097.2016.06.011
  • *Liu, M. (2018). IVY虚拟现实口译训练模式研究 [IVY’s virtual reality interpreting training model]. Shanghai Journal of Translators, (5), 78–83.
  • *Mei, M. (2019). 基于VR/AR的商务翻译具身认知教学环境构建 [Constructing an embodied cognitive teaching environment for business translation based on VR/AR]. Shanghai Journal of Translators, (6), 56–61.
  • Mellinger, C. D. (2018). Translation, interpreting, and language studies: Confluence and divergence. Hispania, 100(5), 241–246. https://doi.org/10.1353/hpn.2018.0059
  • *Nai, R. (2021). 虚拟仿真技术在情境化口译教学中的研究与实践 [Research and practice of VR in situated interpreter teaching]. Computer Knowledge and Technology, 17(36), 185–187. https://doi.org/10.14004/j.cnki.ckt.2021.3500
  • Parmaxi, A. (2023). Virtual reality in language learning: A systematic review and implications for research and practice. Interactive Learning Environments, 31(1), 172–184. https://doi.org/10.1080/10494820.2020.1765392
  • Peixoto, B., Pinto, R., Melo, M., Cabral, L., & Bessa, M. (2021). Immersive virtual reality for foreign language education: A PRISMA systematic review. IEEE Access, 9, 48952–48962. https://doi.org/10.1109/ACCESS.2021.3068858
  • Peterson, M. (2011). Towards a research agenda for the use of three-dimensional virtual worlds in language learning. CALICO Journal, 29(1), 67–80. https://doi.org/10.11139/cj.29.1.67-80
  • *Qin, Y., & Qin, Q. (2022). 构建基于”一带一路”沿线区域经济发展特色的虚拟仿真口译实训系统——以”渝新欧沿线区域国家商贸联络及会议口译虚拟仿真实验教学项目为例 [Building a VR emulation interpreting training system based on the regional economic development characteristics of the areas along the Belt and Road: With SISU’s VR emulation experiment project for liaison and conference interpreting training as an example]. Foreign Languages and Literature, 38(2), 124–131.
  • Qiu, X. Y., Chiu, C. K., Zhao, L. L., Sun, C. F., & Chen, S. J. (2023). Trends in VR/AR technology-supporting language learning from 2008 to 2019: A research perspective. Interactive Learning Environments, 31(4), 2090–2113. https://doi.org/10.1080/10494820.2021.1874999
  • Rashid, S., Khattak, A., Ashiq, M., Ur Rehman, S., & Rashid Rasool, M. (2021). Educational landscape of virtual reality in higher education: Bibliometric evidences of publishing patterns and emerging trends. Publications, 9(2), 17. https://doi.org/10.3390/publications9020017
  • *Ritsos, P. D., Gittins, R., Braun, S., Slater, C., & Roberts, J. C. (2013). Training interpreters using virtual worlds. In M. L. Gavrilova & C. J. K. Tan (Eds.), Transactions on computational science XVIII (pp. 21–40). Springer. http://dx.doi.org/10.1007/978-3-642-38803-3_2.
  • *Ritsos, P. D., Gittins, R., Roberts, J. C., Braun, S., & Slater, C. (2012). Using virtual reality for interpreter-mediated communication and training. In A. Kuijper & A. Sourin (Eds.), Proceedings of 2012 international conference on cyberworlds (pp. 191–198). Conference Publishing Services. https://doi.org/10.1109/CW.2012.34
  • *Şahin, M. (2013). Virtual worlds in interpreter training. The Interpreter and Translator Trainer, 7(1), 91–106. https://doi.org/10.1080/13556509.2013.10798845
  • Sandrelli, A. (2015). Becoming an interpreter: The role of computer technology. MonTI, Special Issue 2, 111–138. https://doi.org/10.6035/MonTI.2015.ne2.4
  • Sawyer, D. B. (2004). Fundamental aspects of interpreter education: Curriculum and assessment. John Benjamins Publishing Company.
  • Setton, R., & Dawrant, A. (2016). Conference interpreting: A trainer’s guide. John Benjamins Publishing Company.
  • Spector, J. M., Merrill, M. D., Elen, J., & Bishop, M. J. (eds.). (2014). Handbook of research on educational communications and technology (4th ed.). Springer. https://doi.org/10.1007/978-1-4614-3185-5
  • Statista. (2023). AR & VR - Worldwide. https://www.statista.com/outlook/amo/ar-vr/worldwide.
  • Tlili, A., Huang, R., Shehata, B., Liu, D., Zhao, J., Metwally, A. H. S., Wang, H., Denden, M., Bozkurt, A., & Lee, L.-H. (2022). Is Metaverse in education a blessing or a curse: A combined content and bibliometric analysis. Smart Learning Environments, 9, 24. https://doi.org/10.1186/s40561-022-00205-x
  • Turan, Z., & Karabey, S. C. (2023). The use of immersive technologies in distance education: A systematic review. Education and Information Technologies, 28, 16041–16064. https://doi.org/10.1007/s10639-023-11849-8
  • Wang, B., & Mu, L. (2009). Interpreter training and research in mainland China: Recent developments. Interpreting, 11(2), 267–283. https://doi.org/10.1075/intp.11.2.08wan
  • Wang, B., & Ye, L. (2009). 面向教学的口译语料库建设:理论与实践 [Building a corpus for interpreting training: Theory and practice]. Foreign Language World, (2), 23–32.
  • Wang, C. P., Lan, Y. J., Tseng, W. T., Lin, Y. T. R., & Gupta, K. C. L. (2020). On the effects of 3D virtual worlds in language learning–a meta-analysis. Computer Assisted Language Learning, 33(8), 891–915. https://doi.org/10.1080/09588221.2019.1598444
  • Wang, W., Xu, Y., Wang, B., & Mu, L. (2020). Developing interpreting competence scales in China. Frontiers in Psychology, 11, 481. https://doi.org/10.3389/fpsyg.2020.00481
  • Yan, J. X., Pan, J., & Wang, H. (2018). Research on translator and interpreter training: A collective volume of bibliometric reviews and empirical studies on learners. Springer Nature.
  • *Zhai, J. (2019). 虚拟现实技术辅助下情境化交传与演讲一体化教学研究与实践 [Integrated and situated teaching of consecutive interpreting and public speaking in virtual reality]. Foreign Languages and Literature, 35(6), 150–157.
  • *Zhang, R. (2022). 基于深度学习理论的医疗口译虚拟仿真实验教学探索研究——以福建医科大学为例 [Exploring virtual simulation experimental teaching in medical interpreting based on deep learning theory: A case study of Fujian Medical University]. Journal of Fujian Medical University (Social Science Edition), 23(5), 74–79.
  • *Zhang, Y., & Chou, I. (2021). VR与AI赋能的沉浸式情境口译教学模式研究 [Platform of immersion interpreting teaching in virtual reality with AI assessment: An exploration towards the situated interpreting learning]. Technology Enhanced Foreign Language Education, (1), 78–84 + 13.
  • Zhao, N. (2023). Use of computer-assisted interpreting tools in conference interpreting training and practice during COVID-19. In K. Liu & A. K. F. Cheung (Eds.), Translation and interpreting in the Age of COVID-19 (pp. 331–347). Springer. https://doi.org/10.1007/978-981-19-6680-4_17
  • Zhou, P., Su, X., & Leydesdorff, L. (2010). A comparative study on communication structures of Chinese journals in the social sciences. Journal of the American Society for Information Science and Technology, 61(7), 1360–1376. https://doi.org/10.1002/asi.21343
  • *Zhou, W., Yang, G., Li, J., Zheng, D., & Xia, R. (2023). 技术赋能:多模态技术赋能口译课堂学习变革的研究 [Technology empowerment: A study of multimodal technology enabling learning change in the interpreter classroom]. Journal of Kaili University, 41(2), 78–90.
  • *Zhu, L., & Liao, X. (2023). Developing interpreting competence via VR-based multimodal teaching: Design and implementation. Journal of Modern Educational Research, 2, 7. https://doi.org/10.53964/jmer.2023007
  • Zhu, S., Xie, H., & Wan, M. (2023). 元宇宙视域下远程口译发展探究 [Development in remote interpreting technology: A metaverse perspective]. Journal of Beijing International Studies University, 45(2), 60–73.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.