Chap e 11
Gami ica ion as a pedagogical
ins umen in in e p e e aining
Saha O hmania& Ne min Sha manb
aQueen’s Uni e si y Bel as , Uni ed Kingdom bMiddle Eas Uni e si y, Jo dan
T ansla ion & In e p e ing (T&I) ha e only ecen ly ecognised he po en ial uses
o simula ed lea ning on ma ke - and emo ional- eadiness o s uden s. Educa ional
simula ion games ha e been ound o con ibu e o inc eased pe o mance and he
mo i a ion o lea n. U ilizing games as a pedagogical ins umen may no be no el,
bu he inco po a ion o gami ica ion wi hin he s a egies o eaching and lesson
planning is an inno a i e endea ou . The e a e esea ch gaps ha unde line he
need o a p ac ice-based app oach ha supe sedes he use o exis ing echnology
wi h specialis T&I-cen ed echnology. Wi h ha in mind, his chap e p esen s a
s udy ha in oduces P ojec “[Al]ph a”, simula ion so wa e aiming o es ablish
an in e disciplina y app oach o in e p e e educa ion and aining using gami-
ica ion. The main goal is o de elop skills be o e and a e en e ing he p o es-
sional ma ke and o ob ain a be e unde s anding o he cogni i e and emo ional
p ocesses ha ake place du ing in e p e ing, especially in demanding con ex s.
[Al]ph a consis s o a i ual eali y en i onmen , simula ing a ious scena ios
whe e in e p e e s can p ac ice in di e en se ings and en isions an online pla -
o m, os e ing connec i i y and acili a ing esou ce sha ing including ideos, a -
icles and o he in e p e ing- ela ed ma e ials.
1 In oduc ion
Simula ed lea ning has de eloped as a powe ul ool o p epa ing s uden s o
he job ma ke , whe e hey will ine i ably encoun e me alinguis ic and emo-
ional challenges. Many ansla ion s uden s g adua e wi hou unde s anding
ha he ma ke demands a ce ain se o en ep eneu ial skills upon which hei
Saha O hmani & Ne min Sha man. 2026. Gami ica ion as a pedagogical ins umen
in in e p e e aining. In JC Pene , Joss Moo kens & Masa u Yamada (eds.), Teaching
ansla ion in he age o gene a i e AI: New pa adigm, new lea ning?, 211–231. Be lin:
Language Science P ess. DOI: 10.5281/zenodo.17641085
Saha O hmani & Ne min Sha man
success will hinge. Disc epancies be ween g adua es’ expec a ions and eali ies
in T ansla ion and In e p e ing (T&I) may s em om he misapp ehension ha
hei jobs a e inhe en ly isola ed om he unp edic abili y o human in e ac ion.
While T&I can be conside ed a discipline and indus y eage o adop echnol-
ogy and in e disciplina y esea ch o c ea e a hyb id en i onmen o s uden s o
ain and g ow academically and p o essionally, esea ch on how his migh be
ini ialised in he ounda ional yea s o ansla ion educa ion emains ela i ely
sca ce. Taking in o conside a ion he many eme ging con e sa ions abou he no-
ion o a i icial in elligence (AI) being ained by majo co po a ions o eplace
human ansla o s, he ising in e es in u ilising his echnology o en ich s u-
den s’ lea ning expe ience seems o be a easonable and imely esponse. The e
appea s o be some eluc ance o use AI in he class oom (He 2021: 1). The li -
e a u e sugges s ha cou ses eaching machine-assis ed ansla ion o machine
ansla ion (MT) pos -edi ing equi e swi adop ion, as he de elopmen s in he
ield a e mo ing quickly. In addi ion, as p ojec -based T&I educa ion is s a ing
o pick up pace in he Eu opean Commission h ough p ojec s like OPTIMALE
and CEL/ELC, he T&I indus y is en e ing a new e a o consolida ing pedagogy
and p o essional ou pu s.
Simula ed lea ning in T&I has been explo ed h ough p ojec s such as The
In e na ional Ne wo k o Simula ed T ansla ion Bu eaus,1ye i s sys ema ic in-
eg a ion in o cu icula ha b idge academia and he ma ke emains limi ed.
Resea ch on simula ions ha can be used o each he basics o T&I mos ly e-
la es o case s udies o simula ing wo k lows om ansla ion o ices (Kon inen
e al. 2020). Ou side o he ansla ion class oom, howe e , echnologies and sim-
ula ed en i onmen s such as he Me a e se ha e made he concep o u ilising
simula ed en i onmen s highly appealing. Simula ion has long been employed
in ields such as a ia ion and he mili a y, ye i s appeal and easibili y ha e only
ecen ly been ecognised in o he domains. This g owing a en ion can p obably
be a ibu ed o he expec ed posi i e impac on s uden engagemen and lea n-
ing expe iences. As epo ed by Nys öm & Ahn (2024: 1), se e al me a-analyses
o simula ion-based lea ning demons a e signi ican posi i e e ec s on lea ning
and acili a ion o complex skills ac oss di e en ields.
Simula ed lea ning, we a gue, inhe en ly in ol es he use o gami ica ion in
educa ion. The e a e se e al de ini ions o simula ion and gami ica ion ha , de-
pending on hei usage and con ex , allude o his connec ion o o he ields.
Wi hin he con ex o educa ion, he ocus o his chap e , we ely on he de -
ini ion o simula ion om Alessi & T ollip (2000: 246) as:
1h ps://www.ins b.eu
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11 Gami ica ion as a pedagogical ins umen in in e p e e aining
a dynamic ep esen a ion o a eal o hypo he ical sys em ha allows lea n-
e s o in e ac wi h a model o he sys em, explo e i s beha io s, manipula e
a iables, and obse e he esul ing ou comes wi hou he isks, cos s, o
p ac ical limi a ions o engaging wi h he ac ual sys em di ec ly.
This de ini ion accoun s o a iables ha will change wi h di e en needs and
equi emen s om a pedagogical pe spec i e, such as s uden le els, di e en
assessmen ypes, and e en expec ed lea ning ou comes.
Wi h gami ica ion, he co e p inciple is o c ea e a mo i a ing en i onmen o
sol ing o dina y p oblems and o b eak down he ideas in oduced by a new con-
cep in a diges ible manne . I also in ol es he g adual in oduc ion o highe -
le el educa ion acco ding o s uden le els wi h a deg ee o lexibili y (Pa k &
Sangkyun 2021). Gami ica ion as a e m only en e ed he mains eam ocabula y
a ound 2010 (Diche & Diche a 2017: 1). Simões e al. (2013: 345) de ine gami i-
ca ion as he use o ideo games o some o hei elemen s in non-game appli-
ca ions o as lea ning ools, which hey also e e o as Game-Based Lea ning
(GBL). Kapp (2012), Wang (2021) and Ziche man (2011, quo ed in De e ding e
al. 2011) p opose ha gami ica ion in ol es engaging people, mo i a ing ac ion,
p omo ing lea ning, and sol ing p oblems using game hinking and game-based
mechanics and aes he ics. Ki yako a e al. (2014: 679) s a e ha gami ica ion,
in gene al, is he in eg a ion o game elemen s, game hinking, and game ap-
p oaches in ac i i ies and con ex s di e en om games. In hei e iew, Diche
& Diche a (2017: 2) sugges ha gami ica ion in educa ion in ol es he in o-
duc ion o elemen s o game design and gami ied expe iences in he design o
lea ning p ocesses.
A close ela ionship be ween games and lea ning has al eady been he sub-
jec o s udy in lowe -le el educa ion, and in ields such as medicine, a ia ion,
and a chi ec u e. Howe e , i emains ela i ely new in T&I. The applica ion o
gami ica ion in lea ning can c ea e e y p omising oppo uni ies, pa icula ly in
lea ning simula ions. The s a ed esea ch goals, along wi h an unde s anding o
how game design ea u es such as poin s, le els, challenges, and ewa ds can be
applied in educa ional simula ions, align wi h he p inciples o gami ica ion, en-
abling lea ne s o de elop skills needed o he job ma ke while suppo ing hei
in eg a ion in o academic con ex s. We p opose a new way o use simula ions as
eaching ools, encou aging s uden s o main ain a good le el o ope a ion by
in oducing game elemen s.
The au ho s p opose adop ing gami ica ion in simula ed lea ning in T&I as
in P ojec [AI]Ph a, a pilo p ojec by he au ho s om 2023. In essence, i aims
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Saha O hmani & Ne min Sha man
o con on he p essu es in he ield by u ilizing AI o en ich he lea ning ex-
pe ience in a manne be i ing he u u e o educa ion in T&I and he u u e-
eadiness o he p o ession. I is, o an ex en , an a emp o add ess he conce n-
ing eliance on machine-assis ed ansla ion, he changes occu ing in he ield
o in e p e ing, and he echnological necessi ies ha a e becoming an e iden
eali y in eaching and aining in e p e e s. I in ol es a human-made simula o
model ha hinges on he gene a ion o a bi a y scena ios ha a e used o ain
in e p e e s in he Middle Eas and No h A ica egion (hence o h MENA o
gene alisa ion, wi h A abic he p edominan lingua anca). The languages a e
English and s anda d A abic, a leas o he du a ion o he pilo es ing. The in-
e p e ing se ings a e mainly medical, legal, and public se ice. One o he main
in e es s o he p ojec is o add ess he issue o unde quali ica ion o in e p e e s
in he a o emen ioned ields, on bo h academic and p o essional le els. On ha
no e, his chap e aims o illus a e he se o eali ies ha necessi a e he p ojec
[AI]ph a in i s cu en o m, and o illumina e he eali ies and expec a ions in
he con ex o in e p e ing s udies in A abic-speaking egions.
2 In e p e ing s udies: Reali ies and expec a ions
Resea ch in in e p e ing s udies has p og essi ely been g owing in a manne ha
ma ches he ad ancemen s occu ing on a p o essional and an academic le el in
he anglophone academic sphe e. Howe e , i emains a ela i ely young, unde -
egula ed and unde - esea ched ield o s udy in he A abic-speaking wo ld. In-
e p e ing in gene al is no gi en i s due, as mos ansla ion p og ammes in he
A ab wo ld ocus mainly o exclusi ely on ansla ion. E en wi hin ansla ion,
Al-Ba ineh & Bilali (2017: 198) no e a misma ch o ocus be ween hese ansla o
educa ion p og ammes and he ansla ion indus y: “[L]i e a y ansla ion ep-
esen s 25% o he ield-speci ic cou ses o e ed a he g adua e le el while he
equi ed expe ience in li e a y ansla ion ep esen s 3% o ma ke demand.” In
addi ion, bachelo and mas e p og ammes o in e p e e s a e no ably absen ,
despi e he u gen need o quali ied p o essionals o mee he demands o a e-
gion ha has wi nessed a d as ic in lux o e ugees and in olun a y mig a ion
o e he pas ew decades.
The need o ained p o essionals is unde -acknowledged in public se ice
se ings in he MENA egion, and li le has been done in e ms o egula ion,
educa ion, and ce i ica ion (Raddawi 2015, Taibi 2011, quo ed in Taibi 2021: 73).
The mos common se ings o in e p e ing a e con e ences, hospi als, legal and
immig a ion se ings. Con e ence in e p e ing is, o an ex en , a egula ed ield
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11 Gami ica ion as a pedagogical ins umen in in e p e e aining
whe e quali ica ions and quali y a e expec ed. As a p o ession, i is wha in e -
p e ing s uden s aspi e o do, and as a ield o s udy, wha educa o s aspi e hei
s uden s o be capable o pe o ming. The same, howe e , canno be said abou
he o he a o emen ioned se ings. Acco ding o a s udy conduc ed by Taibi (2021:
73), when a emp ing o unco e he na u e o in e p e ing in he MENA egion,
he e a e issues ela ed o aining and quali ica ions. A su ey conduc ed on
medical in e p e ing in he Uni ed A ab Emi a es and Saudi A abia shows ha
“mos o he language se ices o e ed a Al-Ain hospi als [Uni ed A ab Emi a es]
a e now pe o med by ad hoc in e p e e s who a e nei he p o essional and well-
ained, no acc edi ed o ce i ied.” (Taibi 2021: 73). As o in e p e ing in legal
se ings, eliance on ad hoc in e p e e s has been no malised in he con ex o less
common languages. The numbe o in e p e e s in said se ings is ne e qui e su -
icien o allow o choice in quali y. Fo ins ance, in Saudi A abia, his sho age
has led de endan s o in e p e o o he de endan s (Taibi 2021, 73).
The means o sol e hese issues s a om he class oom. The p o ision o
adequa e educa ion hinges on se e al ac o s, including i ness o pu pose, u il-
isa ion o echnology, and mos impo an ly, acknowledging he gaps ha exis
in he educa ional sys em in moni o ing compliance and quali y assu ance. This
ield equi es a high deg ee o emo ional and si ua ional awa eness. The e o e,
he educa ion in ques ion mus also be a a le el ha enables he deli e y and co -
e age o such skills. Adding o ha , he con ex o he MENA equi es a deg ee
o acknowledging he a ia ions in diglossia and dialec ical issues ha a ise in
he se ing o public se ice in e p e ing (PSI), whe e he e is a lack o aining,
as men ioned. All in all, he adi ional modes o deli e ing in e p e e educa-
ion appea o be no longe su icien no i o he eali ies o he job ma ke
in he egion. The e o e, and as a way o acknowledging he changes and shi s
in eaching pa adigms in o he egions in he wo ld, he au ho s ha e de ised
a p ojec ha enables he use o gene a i e AI in a manne ha can make use
o he a bi a y na u e o scena ios used in di e en simula ions, among o he
conside a ions such as p o iding a gami ied app oach o in e p e ing educa ion,
and use echnology o p o ide access o eal-li e scena io-based si ua ions. Mo e-
o e , he p ojec seeks o os e a s imula ing and engaging en i onmen o in-
c ease mo i a ion and engagemen among no ice and p o essional in e p e e s
and o empowe emale in e p e e s and esea che s who a e ela i ely unde -
ep esen ed in in e p e ing and compu ing- ela ed ields.
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3 T aining as pedagogy: An en y poin in o simula ions
as eaching ools
3.1 In e p e e compe encies
As a s a ing poin , he ype o simula ions ha a p ojec like [AI]ph a en ails a e
qui e simila in modus ope andi o he ypes o simula ions u ilised in he ain-
ing o medical s uden s. The p inciple elies on he c ea ion o eal-li e scena ios
ha a e expec ed o occu on a daily basis in an in e p e ing ask. The gene a-
ion o said asks is mainly elian on human-gene a ed ideas ha a e ex ended
and modi ied h ough gene a i e AI. I is ue ha cu en models o gene a i e
AI ha a e commonly used can gene a e a bi a y scena ios ha appea o be
consis en wi h he pedagogical equi emen s o any in e p e ing cu iculum. To
b eak down ha idea in o p ac ical pieces, i is impo an o di ulge wo hings:
i s , wha he pedagogical equi emen s a e conside ing he de elopmen s in
he ield, and he con ex o he egion, and second, he alue o simula ion as
an illus a ion o p ac ices ha build me alinguis ic and emo ional capaci ies in
in e p e ing s uden s. A hi d, consequen ial aspec ha may be conside ed is
he sus ainabili y o he model o be usable beyond he class oom, namely in he
aining o p o essional in e p e e s based on hei a ying deg ees o expe ience
in he ield and in hei espec i e in e p e ing se ings (medical, legal and social
se ices).
When designing he cu iculum o in e p e ing cou ses a bo h unde g adu-
a e and pos g adua e le els, he e a e well- ecognised undamen al compe ences
ha mus be add essed. Phelan e al. (2020: 25) ca ego ise co e compe encies in o
se e al a eas, as may be seen in Table 1.
An a gumen can be made ha hese compe ences a e in e wined and comple-
men each o he om he pe spec i e o an educa o . Howe e , o he pu poses
o his chap e , he connec ion can be made h ough he compe ence o echnol-
ogy. The aining p o ided aims o c ea e a sus ainable oppo uni y o de elop
all compe encies h ough one medium. Rega dless o he ype o se ing, he e
a e essen ial skills ha a e mean o be de eloped h ough he aining o he
compe ences. They include, bu a e no limi ed o, lis ening and comp ehension
skills, memo y and no e- aking abili ies, public speaking skills, p o iciency bo h
in he con ex o language and in me alinguis ic elemen s (body language, busi-
ness skills), and gaining insigh in o eal-li e p ac ices and in icacies o e e y
in e p e ing ask.
Addi ionally, Hale (2007),Wadensjö (2014) Tip on & Fu manek (2016) and Phe-
lan e al. (2020) poin o he need o an ex ensi e unde s anding o he e hical
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11 Gami ica ion as a pedagogical ins umen in in e p e e aining
Table 1: Types o in e p e e compe encies
Compe ences De ails
Linguis ic compe ences g amma , specialised e minology, egis e ,
p osody.
Thema ic iden i ying ele an opics o in e p e ing
assignmen s, esea ching and ex ac ing ele an
e minology om esou ces, demons a ing
knowledge o a ious in e p e ing modes.
In e pe sonal in e ac ion coo dina ion, us -building s a egies,
bias awa eness.
In e cul u al unde s anding cul u al di e ences and powe
asymme ies, knowledge o use s’ cul u al
backg ounds.
Technological e minology managemen , ideocon e encing.
Business- ela ed clien and assignmen managemen , inance,
membe ship o p o essional associa ions.
De elopmen al ongoing lea ning, collabo a ion, lexibili y, and
change managemen .
and p o essional conside a ions o in e p e ing. This en ails, o ins ance, unde -
s anding clien con iden iali y and he ac ha an in e p e ing ask s a s be o e
he linguis ic exchange akes place. Ano he example is main aining an acu e
awa eness o he nuanced di e ences in discou se be ween di e en in e p e -
ing se ings (hospi al, solici o ’s o ice, cou , police s a ion, o men al heal h
counselling session.
3.2 T aining as a social capi al: equipping in e p e e s o eal-li e
scena ios
While conside ing he educa ional impo ance o aining, li e a u e has also
s a ed ha he e is a social unc ion o aining, seeing as i p o ides a con ex o
p o essional socialisa ion and con ibu es o ad ancing he in e p e ing p o es-
sion and imp o ing i s s a us (Hale 2007: 167) especially in he case o PSI. I can
be a gued ha one o he main aims o eaching in e p e ing is o ul il a social
esponsibili y owa ds he communi y. In he MENA egion, he clien s ha ben-
e i om PSI in pa icula and in e p e ing se ices in gene al a e disempowe ed
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mino i y g oups, o hose who may no be o una e enough o ha e ecei ed a
bilingual educa ion. I also se es indi iduals who ha e been con ac ed om di -
e en coun ies a ound he wo ld. The e is an o e looked human igh s aspec
o in e p e ing ha equi es an ad oca e’s app oach in ce ain ins ances, which
may p o e di icul o g asp unless an in e p e e is aced wi h i in a eal-li e
scena io. The e o e, a simula ion can be a low- isk ins ance whe e ha in e ac-
ion is enabled and na iga ed in he p esence o a mo e expe ienced in e p e e
o educa o .
3.3 Wha a e we aining when we ain in e p e e s h ough
simula ion?
Simula ion-based aining, which in ol es eplica ing ealis ic si ua ions in a
con olled en i onmen , o e s oppo uni ies o de elop e lec ion-on-ac ion
skills, delibe a e p ac ice (en ailing indi idualised aining ac i i ies ailo ed o
enhance an indi idual’s cu en le el o pe o mance h ough epe i ion and
successi e e inemen - see Chap e 2 o his book), and achie ing and ack-
ing echnical, cogni i e, and beha iou al objec i es (Ande son e al. 2008: 596).
Addi ionally, simula ion allows he modi ica ion o p econdi ions ha a e ypi-
cally di icul o eplica e o a speci ic lea ning elemen (Nys öm & Ahn 2024:
138). Simula ion-based lea ning can p o ide a sa e en i onmen o all ypes o
lea ne s, ega dless o age, and be mo e accessible, especially o lea ne s wi h
disabili ies.
Kincaid e al. (2003: 273) asse ha simula ion is signi ican o he ield o
educa ion as i :
• Can be applied o lea ne s o all le els and ages,
• Enables lea ne s o iew complex ela ionships ha migh o he wise in-
ol e cos ly equipmen o isky expe imen s,
• P o ides lea ne s wi h new p oblem-sol ing me hods and ealis ic aining
and skills, and
• Reduces isks o lea ne s and is cos -e ec i e.
Despi e he p e alence o simula ion in some ields, language- ela ed ields,
including in e p e ing, a e s ill ela i ely a behind. In e p e ing, howe e , is an
excellen candida e o simula ion due o he na u e o he job. In e p e e s o en
ace a high le el o unp edic abili y, especially in public se ice con ex s, whe e
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11 Gami ica ion as a pedagogical ins umen in in e p e e aining
hey can be exposed o sensi i e si ua ions, auma ic e en s, physical and e bal
abuse, heal h isks, highly specialised e minology, and cul u al ba ie s. In e -
p e e s may encoun e all hese challenges simul aneously o no a all, depend-
ing on hei speci ic encoun e s. Wi hou comp ehensi e and p ope aining,
in e p e e s can s uggle no only o p o ide adequa e and quali y in e p e a-
ion, bu also o manage emo ional and psychological dis ess. Un o una ely, i
can be qui e di icul o eplica e all possible scena ios in eal- ime wi hin a sa e
en i onmen ha is accessible o all s uden s and ensu es hei engagemen .
A i ual simula ion game applica ion ha acili a es he holis ic comp ehen-
sion o a subjec is necessa y o allow s uden s o delinea e he in e ela ion-
ships be ween concep s, ecognise he ade-o s and esou ce cons ain s, and
comp ehend hei p ac ical applicabili y. This would maximise he ans e abil-
i y o academic knowledge acqui ed by s uden s o p ac ical asks in he indus y
(Lou ei o-Koechlin & Có doba-Pachón 2012).
Many s udies ha e explo ed he po en ial bene i s o simula ion in di e en
ields. Educa ional simula ion games ha e been ound o be a sou ce o inc eased
pe o mance and mo i a ion o lea n (Randel e al. 1992, Te ell & Rendulic 1996,
P ensky 2003, Schwabe & Gö h 2005). In addi ion, simula o s o e lea ne s an op-
po uni y o hone hei skills in a isk- ee and less s ess ul en i onmen , make
mis akes wi hou consequences and hus inc ease hei con idence (Alinie 2003,
Salas e al. 2009, Mahboubian 2010, Lean e al. 2021), enable e lec ion and he
assessmen o al e na i e decisions (Cousens e al. 2009), p esen scena ios ha
equi e c i ical skills and a e unlikely o be encoun e ed, and allow epe i ion o
simila scena ios which enhance lea ning (Bake e al. 2005, Salas e al. 2009). I
is pe inen o no e ha he lea ning s yle o he new i ual gene a ion (V-gen)
is dis inc om p eceding gene a ions, cha ac e ised by highe le els o isual-
i y, in e ac i i y, and p oblem-sol ing (P ose pio & Gioia 2007). Despi e ha , i
appea s ha s imula ion is la gely absen om language s udies and humani ies
o ha ma e , which can be a ibu ed o he ac ha hei p ima y ocus is on
he examina ion and analysis o exis ing wo ks ins ead o he gene a ion o new
ideas.
The da a we collec ed wi h help o esea ch conduc ed by Deshpande and
Huang (2011) e eals ha he e is a mul i ude o game ypes ha a e bo h com-
pu e ised and noncompu e ised which ha e been consis en ly used in a ious
pedagogical con ex s o he pu pose o gami ying he lea ning expe ience. Fo
ins ance, in medical ields, Pha macy Simula o , Pha mla o , Capi alism II, STEM-
Pilo , Ghos Medical: Anima ion and VR Su ge y, Police T aining Simula o s: Police
1by Lexipol a e some o he mos popula simula ions (Raddawi 2015). In he
ield o physics and ma hema ics, he e is a common use o compu e -based
219
Saha O hmani & Ne min Sha man
5.1.4 Phase 4: E alua ion
The ou h and inal phase en ails e alua ing [Al]ph a pos - elease. This e alua-
ion will in ol e ob aining use eedback and su eys o de e mine i [Al]ph a is
achie ing i s desi ed objec i es. Use engagemen and pe o mance, ocusing on
leade boa d ac i i y, eedback, and comple ion a es, will be acked using pos -
elease da a analysis combined wi h su eys conduc ed mon hs a e he elease.
This will con ibu e o assessing he long- e m impac o [Al]ph a on use s’ p o-
essional skills, such as handling high-p essu e scena ios and managing cul u al
nuances. This will also be e lec ed in he esea ch pape accompanying he pi ch
o he indus y o eal-li e es ing and dis ibu ion.
5.1.5 Main enance
Ongoing main enance and suppo o [Al]ph a will be p o ided h oughou he
p ojec and a e elease. This will include bug ixes, secu i y upda es, and any
o he necessa y adjus men s o upda es. I is impo an o ensu e ha scena ios
and ea u es in eg a ed in o [Al]ph a emain ele an o eme ging in e p e ing
p ac ices, egula upda es will be in o med by use s’ and indus y pa ne s’ eed-
back.
The es ima ed ime ame o comple ing [Al]ph a is h ee o i e yea s, unde -
sco ing he need o comp ehensi e esea ch on gami ica ion.
5.1.6 Expec ed expe imen al se up and esul s
P ojec [Al]ph a will use a simula ed en i onmen and a gami ied app oach o in-
e p e ing, in ol ing a i ual eali y en i onmen wi h a ious scena ios whe e
in e p e e s can p ac ice in ealis ic si ua ions. I will p o ide a ange o di e en
se ings such as medical, legal, and humani a ian. To gami y his en i onmen ,
he e will be ewa ds o comple ing asks o achie ing goals, as well as a leade -
boa d o ack p og ess. This will be combined wi h a u o ial and assessmen sys-
em o ensu e ha in e p e e s a e making p og ess and ad ancing. The p ojec
will also de elop an online pla o m o link in e p e e s and esea che s, sha -
ing addi ional esou ces, including ideos, a icles, and o he ma e ials ela ed
o in e p e ing.
The expec ed esul s o [Al]ph a on in e p e ing s uden s, no ice, and p o es-
sional in e p e e s include:
• Inc eased unde s anding o he in e p e ing p ocess, as [Al]ph a will p o-
ide an in e ac i e and engaging pla o m whe e in e p e e s can p ac ice
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11 Gami ica ion as a pedagogical ins umen in in e p e e aining
hei skills in an accessible and sa e en i onmen and gain insigh s on how
o ecognize and app op ia ely con ey meaning ac oss languages and e -
ec i ely manage ime and esou ces.
• Inc eased e iciency in he in e p e ing p ocess.
• Inc eased accu acy and speed o in e p e ing.
• Imp o ed communica ion be ween in e p e e s and clien s.
• Inc eased unde s anding o cul u al nuances.
• Enhanced con idence in in e p e e s’ abili ies.
• Inc eased unde s anding o how o app oach a ious in e p e ing asks.
• Sha pened cogni i e and ecep i e skills.
• Inc eased mo i a ion and engagemen among in e p e e s.
• Be e handling o unexpec ed and challenging scena ios.
6 Conclusion
I emains c ucial o con inuously collec and coo dina e da a ha demons a e
he successes and ailu es o gami ica ion o es ablish an empi ical knowledge
base, compile bes p ac ices, ex ac guidelines, and ul ima ely de elop p edic i e
heo ies (Diche & Diche a 2017). Building on his ounda ion, his chap e ou -
lines P ojec [Al]ph a’s po en ial o b idge he di ide be ween academic p epa a-
ion and ma ke demands and add ess gaps in in e p e ing aining h ough he
applica ion o gami ica ion and simula ion-based lea ning. These gaps include
he lack o p ac ical expe ience wi h li elike high-p essu e scena ios, insu icien
a en ion o emo ional and psychological challenges and he limi ed in eg a ion
o echnological compe ence despi e i s in eg al ole in emo e in e p e ing se -
ices and he managemen o ansla ion memo ies and specialized e minology.
The in e disciplina y app oach o [Al]ph a ackles pedagogical limi a ions while
aligning wi h ecen de elopmen s and eme ging ends in educa ion and p o-
essional aining. A gami ied, simula ion-based aining could e ec i ely ans-
o m in e p e ing educa ion especially whe e in e p e ing aining p og ams and
egula o y amewo ks a e unde de eloped. [Al]ph a seeks o p o ide a lea ning
space o add ess key challenges such as linguis ic accu acy, cul u al compe ence
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and cogni i e agili y, which a e essen ial o in e p e e s, especially hose wo k-
ing in complex, demanding and high- isk se ings. I se es as a basis o u he
esea ch and de elopmen ocusing on he alida ion o he easibili y and e i-
cacy o gami ied and simula ion-based aining in in e p e ing educa ion.
Al hough he p ojec ’s eliance on da a-d i en modi ica ions and agili y may
ensu e i s ele ance, i s scope in he ini ial pilo phase will be limi ed by he ocus
on he use o s anda d English and classical A abic. This is because he sample
o pa icipan s will consis only o lea ne s who speak English and A abic. In
subsequen phases, inclusion o mo e languages and dialec s will be p io i ized
o inc ease accessibili y and inclusi i y. Fu he mo e, he e is he po en ial o de-
elop a mobile applica ion o [Al]ph a, enabling lea ne s o access i a any ime
and on hei p e e ed de ices. This can be pa icula ly bene icial o younge
gene a ions, who a e hea ily elian on hei mobile phones. P ojec [Al]ph a
ep esen s a majo s ep o wa d in inco po a ing simula ion and gami ica ion
in o in e p e e educa ion. I has he po en ial o e olu ionize he ield and em-
b ace he use o echnology and AI and employing hem in ways ha collec i ely
se e in e p e e s and o he end use s.
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