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Integrating digital technologies in interpreter education

Enhancing cognitive load management and performance

Grace Lihong Pan, School of Languages, Cultures and Societies, University of Leeds

Research aim

To explore how digital technologies (e.g., AI-powered tools, virtual reality, speech recognition, and adaptive learning systems) enhance cognitive processing, task performance, and skill acquisition in interpreter/translator training, and start a new module in interpreting - Simultaneous Interpreting with AI.

Key research questions

  1. How do digital interpreting tools (e.g., AI-based glossaries, automatic speech recognition, and virtual interpreting simulations) support cognitive load management in student interpreters?
  2. What are the pedagogical benefits and challenges of integrating AI-driven platforms, VR-based interpreting environments, and speech-to-text systems in interpreter education?
  3. How does technology-enhanced interpreter training impact student engagement, memory retention, and real-time decision-making in consecutive and simultaneous interpreting?
  4. What role do adaptive learning technologies play in providing personalised feedback and self-assessment for interpreting students?

Methodology

  • Mixed-methods approach: Combining qualitative (interviews with alumni and current students, classroom observations, student reflections) and quantitative (pre/post-tests, reaction time analysis, accuracy rates) data.
  • Experimental study: Comparing traditional vs. technology-enhanced interpreting training, using VR interpreting booths, AI-assisted note-taking, and interactive digital platforms.
  • Longitudinal case studies: Tracking students over time to measure improvements in fluency, accuracy, and cognitive processing efficiency.

Significance of the study

This research will provide evidence-based insights into how digital technologies can optimise interpreter education, inform curriculum design, and enhance student interpreters' cognitive agility, retention, and professional readiness in both academic and professional settings.