Abstract
This study explores the potential of implementing gamification in self-directed group interpreting practice. A gamified environment was designed on a metaverse platform for self-directed interpreting practice, and a total of 32 graduate and undergraduate students majoring in T&I in South Korea engaged in practice sessions within this gamified environment. A triangulated research approach was employed, combining participant observation, a think-aloud protocol, and a post-session survey, to ensure a comprehensive analysis of the participants’ experiences. The study findings suggest that gamification has a scaffolding effect, cultivating desirable learning habits among interpreting students. Additionally, it enhances affective dimensions, including learner motivation, enjoyment, camaraderie, achievement, and constructive competition.