A virtual reality system for court interpreting education and its effects on motivation and fluency based on self determination theory

Court interpreting is critical for ensuring fairness in the justice system. However, traditional training methods often lack engagement and fail to provide interpreters with sufficient hands-on experience, relying heavily on passive learning approaches. To address these limitations, we designed and implemented MetaCourt, a virtual reality (VR) environment for court interpreting training. Using a small-scale participatory design approach, we developed an immersive platform that aligns with the Player Experience of Needs Satisfaction (PENS) model under self-determination theory. We recruited 21 undergraduate interpreting students to evaluate MetaCourt’s effectiveness. Results showed that the VR environment significantly enhanced fluency compared to traditional digital methods, while accuracy remained consistent. PENS analysis revealed high levels of autonomy, intuitive controls, and presence, supporting learners’ psychological needs. Additionally, NASA Task Load Index (NASA-TLX) and Igroup Presence Questionnaire (IPQ) surveys indicated reduced mental workload and acceptable user experiences, reinforcing MetaCourt’s usability. This study represents the first integration of virtual environments with the PENS paradigm in court interpreting training. The findings highlight MetaCourt’s potential to improve fluency, enhance virtual learning experiences, and address critical gaps in traditional training, offering a promising alternative for advancing court interpreting education.