Exploring a framework for gamified self-directed practice for interpreting students

Dados Bibliográficos

ID17832509
AutoresJiun Huh (0000-0002-0458-4299, Ewha Womans University, autor correspondente)
Ano2026
Data de publicação2026-03-24
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoHumanities and Social Sciences Communications (JOURNAL)
Identificadores do periódicoISSN: 2662-9992 • E-ISSN: 2662-9992
EditoraPalgrave Macmillan (PUBLISHER • GB)
DOI10.1057/s41599-026-07028-y
OpenAlexW7140174557
IdiomaEN
Referências citadas22

Self-directed interpreting practice is a key component of interpreter training programs. While self-directed practice, predominantly conducted in groups, helps interpreting learners acquire expertise, it requires student motivation for sustained implementation. Given the importance of self-directed practice and the need for motivation, this study explored the potential of adopting gamified learning in self-directed interpreting practice. A questionnaire survey was administered with interpreting learners to investigate what learners found to be effective or lacking in their self-directed group practices; explore the preferences of learners for gamified virtual self-directed group practice based on their gameplay and metaverse experience; and propose a gamified self-directed interpreting practice framework based on the results. Based on the findings of the survey, this study proposed a framework that utilises gamification elements in self-directed group interpreting practices to enhance the sense of achievement and affective engagement, intended for implementation on a metaverse platform

Interpreter · Metaverse · Virtual learning environment · Educational Games and Gamification · Interpreting and Communication in Healthcare · Second Language Learning and Teaching