Investigating students’ perceptions of the use of a multifunctional mobile-based virtual reality application for English/Chinese interpreting learning

This study aimed to develop a mobile-based virtual reality (VR) application for English/Chinese bi-directional interpreting education – ‘virtual interpreting practice’ (VIP) – and to study Chinese students’ perceptions in terms of their overall satisfaction, learning experience and outcomes (including interpreting competence as well as cognitive and affective development). The results of quantitative and qualitative analyses of the pre-and post-study questionnaires revealed that VIP was a useful tool for enhancing students’ interpreting and bilingual competence, improving their learning motivation and strengthening their independent skills. Moreover, it was found that learning experiences were positively correlated to learning outcomes. In particular, while the VR feature enabled immersive learning, which enhanced learning effectiveness, engagement and language proficiency, the use of mobile devices facilitated learning autonomy and flexibility. The findings suggested that with more opportunities for situated learning in the virtual immersive learning environments, learners could acquire better interpreting techniques and metacognitive skills through learning by doing.