Combine virtual context and self-image as video portfolios to increase student's reflection

People can acquire knowledge of rules, skills, strategies, beliefs or attitudes by observing others or through self-observation. This study proposed an approach that allows students to play a role for task-based learning in a classroom and can immediately observe their figures embedded in the virtual context. Reflection that the proposed approach might be able to support via self-observation plays an important role in learning process. Therefore, we examine the idea by conducting a case study in which college students were recruited to understand how the self-observation approach could affect their reflection. Comparing to the control group that students could not see their figures appearing in the virtual environment, statistic results show significant difference according to their subjective questionnaire results.