İlerleme mi, Engel mi? Öğrenenlerin Simultane Çeviri Eğitiminde Metaverse'e Yönelik Görüşleri

Abstract

Bu karma yöntemli araştırma, çeviri ve tercümanlık alanında eğitim gören birinci sınıf öğrencilerinin eşzamanlı sözlü çeviri pratiği için metaverse tabanlı bir platforma katılım deneyimlerini incelemektedir. Yirmi altı öğrenci sanal ortamda 4 dakikalık kısa bir İngilizce videoyu Türkçeye çevirmiştir. Tutum değişiklikleri, ‘meta-eğitim inanç ölçeği’ kullanılarak yapılan ön test-son test tasarımıyla ölçülmüş; nitel veriler ise açık uçlu sorular aracılığıyla toplanmıştır. Sonuçlar, etkinlik sonrasında inanç puanlarında istatistiksel olarak anlamlı bir düşüş olduğunu göstermiştir. Başlangıçta öğrenciler, avatarların sağladığı anonimliğin kaygıyı azaltmasını ve evden çalışma seçeneğini olumlu bulmuşlardır. Ancak bağlantı sorunları ve platformun kararsızlığı gibi teknik problemler motivasyonlarını olumsuz etkilemiştir. Sürekli çeviri yapmanın getirdiği ek zorluk, bilinmeyen bir dijital ortamda gezinme gerekliliğiyle birleşerek bilişsel yükü artırmıştır. Bununla birlikte, öğrenciler teknik engellerin ortadan kaldırılması durumunda metaverse ortamında öğrenmenin mümkün olduğunu görmüşlerdir. Çalışma, sürükleyici ortamların çeviri öğretimini geliştirebileceğini, ancak henüz yeterince gelişmiş olmadığını ve tasarımlarının dikkatlice ele alınması gerektiğini ortaya koymaktadır. Gelecekte, gerçek zamanlı çeviri eğitiminin daha etkili olabilmesi için platform istikrarsızlığını ve karmaşıklığını en aza indirmeye yönelik çalışmalar yapılmalıdır. Genel olarak, bulgular metaverse tabanlı çeviri eğitiminin belirgin eksikliklerine rağmen, gerekli iyileştirmeler yapıldığında işe yarayabileceğini göstermektedir. Çalışma, potansiyel ile gerçek uygulama arasındaki farkı kapatmak için daha fazla araştırma ve geliştirme yapılması gerektiğini vurgulamaktadır. Ayrıca, metaverse tabanlı eşzamanlı tercüme pratiğinin geleneksel laboratuvarları ne zaman ve nasıl tamamlayabileceğini belirten ve çevirmen eğitmenlerine eyleme geçirilebilir tasarım kriterleri sağlayan bir ‘pedagojik optimizasyon çerçevesi’ sunulmuştur.

Keywords

• Metaverse
• simultane çeviri
• sanal öğrenme
• dijital ortamlar
• yazılı ve sözlü çevirmen eğitimi

Ethical Statement

Bu çalışma, Helsinki Bildirgesi'nde belirtilen etik ilkelere uygun olarak yürütülmüştür. Araştırma protokolü, Ondokuz Mayıs Üniversitesi Sosyal ve Beşeri Bilimler Araştırmaları Etik Kurulu tarafından onaylanmıştır. Katılımcılar çalışma hakkında tam olarak bilgilendirilmiş ve yazılı onayları alınmıştır.

Thanks

Veri toplama sürecinde sağladığı destek için Dr. Esen GENÇ'e teşekkür ederiz.

Step Forward or Stumbling Block? Learner Opinions on Metaverse in Simultaneous Interpreter Training

Abstract

This mixed-methods research investigates the beliefs of first-year trainees in translation and interpreting who participated in a metaverse-based platform for simultaneous interpreting practice. 26 students interpreted a short, 4-minute English video into Turkish in the virtual environment. Belief changes were measured using a pretest-posttest design, including the ‘meta-education belief scale’, whereas qualitative data were gathered by means of open-ended questions. The results showed a statistically significant decline in opinion scores after the activity. Initially, students appreciated the anonymity that the avatars offered, thereby reducing anxiety, and the option to work from home. However, technical problems, including connectivity and instability of the platform, crippled their enthusiasm. The added challenge of continuous translation along with navigating an unfamiliar digital space added to their cognitive load. Nonetheless, students saw that learning could occur in the metaverse if technical restraints were lifted. The study indicates that while immersive environments are believed to enhance translation teaching, they are underdeveloped and need careful design. Future initiatives toward better real-time translation training must seek to limit platform instability and complexity for the highest level of student benefit. All in all, findings indicate that learners believed metaverse-based translation training might work, provided that further improvements are made. Based on the findings, a ‘pedagogical optimization framework’ is developed that specifies when and how metaverse based simultaneous interpreting can complement traditional labs, providing interpreter trainers with actionable design criteria.

Keywords

• metaverse
• virtual learning
• digital environments
• simultaneous interpreting
• translation and interpreter training

Ethical Statement

This study adhered to the ethical principles outlined in the Declaration of Helsinki. The research protocol was approved by the Ondokuz Mayıs University Social Sciences and Humanities Research Ethics Committee. The participants were fully informed about the study and provided their written informed consent.

Thanks

We would like to thank Dr. Esen GENÇ for their support provided during the data collection process.

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