Abstract—The virtual environment is closely related to social
currents in terms of the development of advanced technology,
different learning environments, and changes in human
behavior over time. This study observed students’ academic
achievement and investigated the results of learners’
reflection-based learning in a virtual environment among
pre-service teachers. The participants were selected from
among second-year students at Suan Sunandha Rajabhat
University: 38 were in the experimental group, and 38 were in
the control group. The findings indicated that the experimental
group had achievement significantly different from that of the
control group at a .05 level of significance. The results for the
reflection level were at 80.26%, a higher value than among
students in the control group, who had a reflection level of
50.07%. These results indicate that reflection-based learning in
the virtual environment impacts academic achievement.
Reflective skills are also useful for learner practice.
Index Terms—Reflection-based learning, reflective skills, virtual environment, pre-service teachers’ learning.
Nuntiya Noichun is with Faculty of Education, Sunandha Rajabhat University, Thailand (e-mail: Nuntiya.firstname.lastname@example.org).
Cite: Nuntiya Noichun, "Reflection-Based Learning in Virtual Environments for Pre-service Teachers," International Journal of Information and Education Technology vol. 12, no. 10, pp. 1071-1077, 2022.Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).