{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,2]],"date-time":"2026-05-02T02:50:22Z","timestamp":1777690222371,"version":"3.51.4"},"reference-count":44,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2025,5,8]],"date-time":"2025-05-08T00:00:00Z","timestamp":1746662400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2025,6]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Technology advancement changes not only interpreting practices but also its pedagogy, which has long been criticised for lacking authenticity in\/out\u2010of\u2010classroom practices.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>This empirical research aims to develop a mobile\u2010assisted language learning application powered by extended reality (XR). Shortened as \u2018XR MALL\u2019, 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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>The effects of XR MALL on interpreting knowledge and performance were examined based on a quasi\u2010experimental 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\u2009weeks. Pre\u2010 and post\u2010study interpreting tasks were used to assess students' interpreting knowledge and practical skills.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats: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\u2013Chinese and Chinese\u2013English bi\u2010directions compared to the control group, in which traditional teaching was deployed.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats: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.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jcal.70055","type":"journal-article","created":{"date-parts":[[2025,5,8]],"date-time":"2025-05-08T19:50:46Z","timestamp":1746733846000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":10,"title":["Investigating the Effects of Extended Reality (\n                    <scp>XR<\/scp>\n                    ) on Interpreter Competencies: An Experimental Study of a Pioneering\n                    <scp>XR<\/scp>\n                    Mobile\u2010Assisted Language Learning Application for Interpreting Training"],"prefix":"10.1111","volume":"41","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3722-9477","authenticated-orcid":false,"given":"Venus","family":"Chan","sequence":"first","affiliation":[{"name":"Department of Humanities, Language and Translation School of Arts and Social Sciences, Hong Kong Metropolitan University  Hong Kong 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