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Direttore Responsabile: Giulia Golo

Training Language Mediators and Interpreters through Embodied Cognition, Immersive Learning and Virtual Reality: Didactic, Organizational and Cost Benefits

TitleTraining Language Mediators and Interpreters through Embodied Cognition, Immersive Learning and Virtual Reality: Didactic, Organizational and Cost Benefits
Publication TypeJournal Article
Year of Publication2022
AuthorsRudvin M, Di Gennaro E, Di Rosa R T
Secondary TitleItalian Journal of Sociology of Education
Volume14
Issue3
Start Page131
Number6
Pagination131-152
Date Published10/2022
PublisherPadova University Press
Place PublishedPadova, IT
ISSN Number2035-4983
Keywordsdistance learning, embodied cognition, immersive learning, interpreter training, language and cultural mediation, soft skills, virtual reality
Abstract

The use of Virtual Reality (VR) for training purposes has expanded exponentially in the last decade. This paper specifically examines the use of VR in the training of language mediators and interpreters. By way of exemplification, the paper describes a training project at the University of Palermo, the “Coopera” project. The physically-cognitively immersive ‘learning by doing’ factor that characterizes a VR educational experience is particularly well-suited to skillbased activities. The paper explains how the immersive nature of VR and the notion of ‘embodied cognition’ is particularly suited to mediator/interpreter training by plausibly reproducing daily life situations and providing a ‘riskfree’ environment in which students can safely practice (and make mistakes) without causing harm to themselves and others, and also to contain the high costs of mediator/interpreter training. We hope the Coopera project will help foster further research into new technologies in immersive language-mediation pedagogy.

URLhttps://ijse.padovauniversitypress.it/2022/3/6
DOI10.14658/PUPJ-IJSE-2022-3-6