{"title":"扩展现实（XR）对口译能力的影响研究：一项开创性的XR移动辅助语言学习口译培训应用的实验研究","authors":"Venus Chan","doi":"10.1111/jcal.70055","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Technology advancement changes not only interpreting practices but also its pedagogy, which has long been criticised for lacking authenticity in/out-of-classroom practices.</p>\n </section>\n \n <section>\n \n <h3> Objective</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>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.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"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\",\"authors\":\"Venus Chan\",\"doi\":\"10.1111/jcal.70055\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Technology advancement changes not only interpreting practices but also its pedagogy, which has long been criticised for lacking authenticity in/out-of-classroom practices.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objective</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>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.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 3\",\"pages\":\"\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2025-05-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70055\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70055","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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 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.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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