Learning interpreting in virtual reality: a scoping review

Abstract

ABSTRACT Virtual reality (VR) has sparked substantial interest in language education, but its application in interpreting training is still in its early stages. This review provides the first comprehensive analysis of this emerging field by investigating research trends, study designs, methodological features, key research themes, and major findings. The results indicate a notable rise in research interest, with an increase in publications and a growing diversity of VR platforms being involved. The analysis reveals a shift from design-oriented papers to empirical investigations. The empirical studies primarily employed quantitative or mixed methods analysis, and gathered data through questionnaires, tests, and interviews. Thematic analysis identified four research themes: functionality evaluation and user experience, learning outcomes, platform design and features, and pedagogical and theoretical exploration. Prior studies revealed generally favorable attitudes among users towards the functionality, usability, and immersive learning experiences within VR environments. Additionally, these studies indicated the potential effectiveness of VR in promoting interpreting learning outcomes, as evidenced by self-reported evaluations or comparisons of test results. However, concerns remain regarding technical limitations and learning efficiency. This review highlights the potential for increased use of VR in interpreting training and the need for additional empirical data gathered through enhanced study designs.