Thank you.
Thank you for accepting my proposal to be here with you today.
And thank you for being here.
Okay. Very simply.
As you can read from the
from the title, which is to analyze how
audiovisual translation, expression
and video game localization is perceived by students.
We have no idea what influences choices of translation
do like to be used as a didactic tool in a classroom.
As I said to my former students of great
other than of degrees, other than translation and interpreting.
Okay, so I'm going to very briefly talk about what a visual translation.
Okay.
I won't bore you with that because you know all of that.
So I'll just like very quickly skim through that and then
and it modes and then the study, which I think is
interesting, I'll try to give
you some background as to why we performed that.
Okay.
And also
some results and also some of the discussion that follows.
Okay.
Now, you know, all of these issues like the visual translation,
we can be used can be used as a learning and teaching method.
So, you know, like you asked it main proof, it's obvious Yankees like SS.
As with every practice
that we perform, we learn from each other.
It's it's, it's obvious that if we perform
an activity, there will be something that we learn from that.
So why we job title has to do with languages.
We are acquiring different language skills.
Okay.
So it's it's very logical to make that bridge again.
Also, it is a fact, okay, that when we do like use of audiovisual
translation tools, students tend to enjoy more ties or something that
no matter if it's
like translation and interpreting order degrees do
like if you it's like a nice
like a sort of like a start topic.
And two people typically enjoy dubbing and sometimes
and I'm going to set the tone there. Sorry. Yes, it's obvious.
I keep rambling on
and then I forget about the number of films that I can touch.
Okay. Thank you.
Yes. So basically like to do two things in a classroom
with audiovisual translation and title mainly on that.
You really enjoy that.
And again, the confidence, just like as different studies as proven
produced and increases.
Okay.
Now, why do we use
wide to all of us use didactic dubbing and subtitling in the classroom?
Typically it's very easy to access.
I mean, it's not like using video games in the classroom.
Okay, we might have difficulties in terms of platforms, etc.,
or just like the tools that we going to use.
This is like very easy to access and and
both for teachers and for the students and
obviously, as I was
saying, it's just like in itself showing,
reading, listening
and also studying, speaking, etc..
So digital skills required for the development of the English language.
Okay.
Also we can use is face to face and online so
and so entities noted advantages typically.
Okay and again just like and
are the materials that we make for the classroom.
They use yourselves adapted to them.
It's very easy to use for students because obviously
according to the level, you can take different tasks
and they're very, very easy to implement.
Okay, Now just some slight assignments into of use of the pass.
I'm pretty sure you know, Matt lives and that's like these
app in which you may just like you own
something with the phone very easy to use on and I implemented
these just like to see
how students perceived that they learned from using date
the tools I can they said that they improved a lot
the pronunciation skills because they had
to do like synchronized obviously that they had to do it.
You know what that entails.
And they say that yes, they improve to not just basically,
but during this activity type of which and
we have to go into account that obviously English
never was a predictor of the learning or self-perceived learning gains.
The more they the higher the proficiency
in English, the more they thought they learned.
Guess
just like some conclusions for from the previous study,
which is like to illustrate the things that we use in the in the
in the classroom again just to all the different other modes.
Yeah I did audio description, you know all of that so
we can that writing.
Yeah we can develop writing and speaking etc.
etc..
And also which is like creating subtitles,
which is what they are fearing, which is going to
include more vocabulary into the equation.
Okay. So again, renton's skills,
reading skills we to like also listening skills
voiceover as well, which is like that's
something that's a nice activity, delightful interpreters
because they have to feeds and they have to follow
into those other people's steps and just like see what they say.
And then it's a good activity, this one as well.
And but again,
may be like depending on the level, it might be a
bit more difficult to implement. Okay.
Now I was telling you about all of these modes because
video games and I know of video game
localization being a part of a visual
translation does not have a, I'd say at least in this study.
So just like it seems to be, maybe it is a new thing or just like
I do not really know why, but not as far as I know.
And we carried read some research for these to like
the amount of learning that
comes from video game applications not really been on the lights to go.
So I'd say, okay, let's do these first step.
Okay.
Which is let's see if bought implementing video game localization
along with other activity modes fosters learning in the classroom.
Okay.
So we wanted to explore the pedagogical
benefits of use of building imitation in the classroom.
And as I say, SSA said as a first step
or being deprived of step to seeing whether they learn
or whether students believe, and then with it, they actually
develop the same skills as with other Avatar models.
Okay, So what we did here is we took different
we presented these into a classroom of
future for you to teach us.
Okay, from the degree in
education
in a subject that we will integrate in skills,
Carla knows what I'm talking about because they vary.
It's a
different proficiency level.
So you get like typically we're going to be around like 8 to 1.
Okay.
And and so but again, we have like a very
they all say around B one thought that we have like very good
students in terms of proficiency and also very low in students again.
So we did this with 97 of them
in a subject where we teach English
and other content and how to teach English to the future students.
Again,
before the experiment, they took a test
to measure the proficiency in English.
Obviously to see these and sad to compute these as a variable, to see if
that could explain different things.
Okay. And then we performed.
They told them to self divide into different groups.
Okay.
We didn't send random naked obvious reason check is like they they you'll
they typically want to work together they can show that
in a lot of time they may work outside of the classroom in a better way.
So we did not want to say temper that environment.
So we said let's like let's have them make the groups again.
Then when they at the groups, we gave them an Excel file with
typically is like, what do you guess
when you are localizing where I designed said you know it's you know
it's either that or a an Excel file or another type of firewall.
We decided to go for an email file
which we extracted from a video game that I'm going to show you in
a second. Okay.
And then after that, they have to translate it.
And then we asked we did this for seven weeks and they worked in class.
They were together.
They ask questions how we can be implemented, etc., etc.
And then we ask them questions like as to whether they thought
it learned and what they thought.
And so yeah, so I always say in
first I gave them a short introduction
as to what the game localization is or the main difficulties
for these, because obviously they were going to say
that there were variables and codes in the email file.
Okay.
So we want to make sure that that were not translating that.
It is something that I did since this is a video game
that's been developed by well, not by me, do not have a technical
knowledge to do that, but is like as as us per my instructions.
Okay.
And we some things that we wanted to do we didn't
intend to just a couple of them.
We wanted to introduce these small files,
these translate versions into different versions into the game
so that they could actually play the game in Spanish
following the translation. Okay.
So they, we, we had these very first sessions.
You like talking about video game of the session, talking
about character restriction, talking about text overflow,
talking about the different or the main difficulties
that you likely to encounter when you localize in video games again
and again too like the activities were augmented
like translate this word careful because you may have different
different meanings etc. etc.
Now down to like as
as per the main difficulties in our video game localization,
which is a lot of context, restriction variables and codes, etc..
Okay.
Then we performed two more sessions, okay,
two hour each session and we told them I take the French language.
Okay, So we worked in class.
They had a good time, like going to my
or I could see my appreciation.
Let's it.
So they translated, they gave it back to us.
We said that's a moodle task.
They submitted that and then we invited them
to complete a questionnaire on what they thought learned I can.
Then we had these group discussion, what do you think?
Etc., etc.. Again.
So they said you have to look at I took I just like these are
the materials. Okay. Again
you can see patient file with
all the contents of the video again, just like in there.
And they that's how they had to work and they had to
also we we thought
they were like working or working across different
disciplines such just like being able to use these and knowing a bit
about these sort of like languages would help some in the future.
And Dave is making the future again.
So yeah, that's what we gave them.
Simple XML file again, that is the video.
Again, as I was mentioning, if you've been unlucky enough
to came across in other presentations, talked about these
in different venues that the game course of legends and we
created, they used to train
students of translation and interpreting
in subtitles.
Yeah thank you. Yes.
Me subtitles.
So basically what you do here, you translate sent you on the
you have to go through different you get different orders.
You they tell you as you learn, do these
and then you go yes you take a look.
This is is is hard.
This is colleague.
I've met John Sanders.
I'm from the university by the campus.
I have we have like different characters also.
Yeah.
So basically when you have they were just subtitles
so because you have to like check whether they're right or wrong,
you find something which is inaccurate.
You just like you go on use it like after study.
Choose items to see if,
for example, if you see a term which is
which is not being properly translated because you eat dog
and then it reads cat, you go to the dictionary.
And then by doing these, one of the things that they gave to us
and that's why we got
the funds for the project is you like to force to,
to identify your learning so your English proficiency level.
Okay, So it tells you you're the one she wants you to, etc.
This it's like sensitive intelligence underneath again. Okay
then gives you a
screen so that gives you feedback about how you perform the task.
So try to try to replicate the actual
market. Okay?
Right. That's what we did.
They were working together, different groups, etc..
Yes, I was saying and then we explored different variables.
Okay, so self-assessed learning games like what they saw
and then into virus, that was what we tested.
And then to more that we scored, as I said, English proficiency
and the attitudes towards video games and learning
because we could say, okay, you are very good English part,
you had a video game, so you think beta games
should not be used medication.
So we saw I thought that might be
a i.e an important variable.
So different questions. Okay.
I started thinking about things I can ask to have a localization
of video game to help develop creative writing skills.
Right.
Writing speed reading speed, punctuation,
realize how words it spells
in English, understand reading, text in English, etc. etc.
Different questions about that.
Again, as I was in different variables which were grouped here.
And so vocabulary, yes, you can see or you cannot really see it,
but they just sleep important.
They said like rotating something metrics to see like different
groupings. Okay.
So we ask questions in vocabulary whether they thought they
they developed, they write vocabulary skills
in terms of like words and also the attitudes towards game.
I enjoy playing video games. I play video games regularly.
I support the use of video games.
But I was teaching because that was again, another dimension
for reading skills.
Writing skills and punctuation skills, and we computed those as variables.
We computed the means for each one of those,
and then we performed the of the different questions.
Okay. So he said
to what extent the game
is believed in better vocabulary, punctuation and standing skills.
Okay, General.
Okay. That was a mean yes.
So English in foreign language skills, reading skills. Right.
Okay. So it was from 1 to 5.
So it was pretty
I I'm just going to show you a graph so that you can see that you can see.
Okay, That was basically what happened.
Case from 1 to 5.
They thought that vocabulary they boosted
that average skills also spelling and translation.
Okay. Reading and writing obviously.
And that's more or less I'm
going to a bit less because they thought that that was
yeah, they had to write less in terms of
they just have to translate and maybe look,
I guess they had to look at words.
Okay, can I go back in a second?
You'd like to do this? I can read of the results.
They believe in that order.
Okay.
Vocabulary.
The best spelling, punctuation.
Okay. I've been reading and writing.
Okay, now something else.
We perform these digital
regression analysis to see whether those
dimensions had any impact.
And as it turns out, only the attitudes towards
video, again could predict what they, apart from the proficiency
in English, what they believed, how much they learned.
Okay, so again, proficiency in English and attitudes towards video
games, what predictors of the learning self-assessed learning.
Okay, so both of them guys.
Yes, I like I think video games are very good for education.
The more you say that, the more you believe that,
the more you're going to believe that you learned by using them,
which makes for a very easy and simple connection.
However,
that accounted for or you know, you do the math.
So when it says that it's the adjusted r square is 1.68,
which means that just like 16% of the
results were explained by these.
Okay.
So why have you why do you believe
that you've learned
my proficiency has made me believe these?
And how much or to what extent I believe that video games help
develop
skills has helped make the rest.
We have no idea.
Maybe the what's been happening may be like some other things,
but you like these percentage at least to like statistically speaking
his voice claims that percentage of the of the learning.
Okay so yeah so this like again in general discussion
consistent with the literature so like it doesn't go
any other way than saying yes I know the visual translation
is a nice way interactive and and compelling way
for students and engaging to improve the Oh yeah.
EFL skills in the classroom. Okay.
And so we think
and that's the theater research because that's what they believe.
But you'd like maybe the might be a difference from what
they believe to what actually happened because we didn't give them any test
as to
they learned different words because that was something that
I wanted to
or I, I was dubious about that because again,
very different levels in and then also
just like the category in the game is not that complicated.
Okay. It's very straightforward.
So I so well, I'm going to ask I'm going to ask the
to like in terms of whether they've learned vocabulary.
Okay.
So I thought that maybe you like reading or you find interesting,
let's say, items that could be asked like is that was not that typical.
We didn't go into the actual stories per say.
We just went into the different menus of the game, Right.
And that's it. Any questions?
I think I'm on time, more or less. Yeah.
Thank you very much.
Thank you.
Sounds
just a quick one.
So for the students that participated there,
was it their first contact with translation ever?
Yeah, You suppose so. Yeah.
Yeah, because they were just like, they're.
We're studying.
There's nothing that we are, I suppose.
Well, I have to say, I have to say two things in that
just like number one,
not obviously not a discipline, but they obviously know
what translation is something that we do in the classroom too.
Like everything has to be done in English.
Okay, on they do not have the skills,
so they use Google translation translate.
So lots of things that they do not want to translate is okay.
They didn't use it for that.
I tried to make sure they didn't think I was a bit policeman
as it were working to do, like making sure that I know.
We have and we don't. Okay.
Just because we are we late. It's okay.
That's not stop. High concept of
people like.