ABSTRACT

We report on a study evaluating the educational opportunities that highly multimodal and interactive Virtual Learning Environments (VLE) provide for collaborative learning in the context of interpreter education. The study was prompted by previous research into the use of VLEs in interpreter education, which showed positive results but which focused on preparatory or ancillary activities and/or individual interpreting practice. The study reported here, which was part of a larger project on evaluating the use of VLEs in educating interpreters and their potential clients, explored the affordances of a videoconferencing platform and a 3D virtual world for collaborative learning in the context of dialogue interpreting. The participants were 13 student-interpreters, who conducted role-play simulations in both environments. Through a mix of methods such as non-participant observation, reflective group discussions, linguistic analysis of the recorded simulations, and a user experience survey several dimensions of using the VLEs were explored including the linguistic/discursive dimension (interpreting), the interactional dimension (communication management between the participants), the ergonomic dimension (human-computer interaction) and the psychological dimension (user experience, sense of presence). Both VLEs were found to be capable of supporting situated and autonomous learning in the interpreting context, although differences arose regarding the reported user experience.

摘要

我们报告了一项研究，该研究评估了高度多模式的交互式虚拟学习环境（VLE）为口译教育提供协作学习的机会。这项研究是由以前的有关口译员在口译教育中的使用的研究推动的，该研究显示了积极的结果，但侧重于准备或辅助活动和/或个人口译实践。此处的研究报告是一个较大的项目的一部分，该项目是评估VLE在口译人员及其潜在客户教育中的使用的项目的一部分，探讨了视频会议平台和3D虚拟世界在对话口译背景下进行协作学习的能力。参与者是13位学生口译员，他们在两种环境中进行了角色扮演模拟。通过非参与观察，反思性小组讨论，对记录的模拟进行语言分析以及用户体验调查等多种方法的组合，探索了使用VLE的几个方面，包括语言/话语方面（解释），交互方面（参与者之间的沟通管理），人体工程学维度（人机交互）和心理维度（用户体验，存在感）。尽管在报告的用户体验方面出现了差异，但两个VLE都能够支持口译和自主学习。和用户体验调查探讨了使用VLE的几个方面，包括语言/话语方面（解释），交互方面（参与者之间的沟通管理），人体工程学方面（人机交互）和心理方面（用户体验） ，存在感）。尽管在报告的用户体验方面出现了差异，但两个VLE都能够支持口译和自主学习。和用户体验调查探讨了使用VLE的几个方面，包括语言/话语方面（解释），交互方面（参与者之间的沟通管理），人体工程学方面（人机交互）和心理方面（用户体验） ，存在感）。尽管在报告的用户体验方面出现了差异，但两个VLE都能够支持口译和自主学习。