Effects of Interactive Whiteboard-based Instruction on Students’ Cognitive Learning Outcomes: A Meta-Analysis

Shi, Yinghui; Zhang, Jingman; Yang, Huiyun; Yang, Harrison Hao

doi:10.1080/10494820.2020.1769683

Cited by 23 publications

(28 citation statements)

References 54 publications

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“…Using classroom IWB, a Singapore study on 124 preservice teachers showed increased learning involvement and activeness (Divaharan and Koh, 2010). This was in line with a qualitative study, where the utilization of the learning media increased student engagement (Timothy and Sharon, 2013;Shi et al, 2021). Furthermore, IWB facilitates and enhances the teaching effect of teachers, with many studies revealing an effective increase and decrease in learning impacts and burdens, respectively, due to the combination of appropriate educational methods and strategies (Alsawaie and Alghazo, 2010;Bardakci and Alkan, 2019).…”

Section: Interactive Whiteboardsupporting

confidence: 54%

“…This is widely used in important events, as in conferences, and in virtual classrooms, to observe the written or graphical knowledge being gained by the teachers or students. Meanwhile, the second latest version combines computer, microelectronics, and electronic communication technologies, to display PowerPoint, interactive learning media, micro-games, or micro-lectures (Morgan, 2010;Shi et al, 2021). It is also equipped with a pen to enable teachers to write important points on the IWB screen when providing new materials to students.…”

Section: Interactive Whiteboardmentioning

confidence: 99%

“…These conditions confirmed that the learning media were suitable for utilization in remote and rural areas, where teachers have low technological knowledge. Despite this, Shi et al (2021) argued that not all traditional whiteboards were still likely to be replaced with IWB in future. Many studies also showed the effectiveness of IWB when used to deliver teaching materials, although only a few examined the factors influencing teachers' usage behaviors (Türel, 2011;Shi et al, 2021).…”

Section: Interactive Whiteboardmentioning

confidence: 99%

“…Despite this, Shi et al (2021) argued that not all traditional whiteboards were still likely to be replaced with IWB in future. Many studies also showed the effectiveness of IWB when used to deliver teaching materials, although only a few examined the factors influencing teachers' usage behaviors (Türel, 2011;Shi et al, 2021). This indicated that the effectiveness of IWB was unable to be maximized without understanding the influential factors.…”

Section: Interactive Whiteboardmentioning

confidence: 99%

“…They also need to remind teachers and provide training on the utilization of technology in teaching and learning activities. One of these learning media is based on the use of Interactive Whiteboard (IWB), which is still not optimally utilized by the teacher when transferring knowledge to students (Morgan, 2010;Shi et al, 2021). To effectively utilize the Interactive Whiteboard, the analysis of the most important influential usage factors is highly necessary.…”

Section: Introductionmentioning

confidence: 99%

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Determinants of Behavioral Intention and Use of Interactive Whiteboard by K-12 Teachers in Remote and Rural Areas

Zhou

Wijaya

2022

Front. Psychol.

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Interactive Whiteboard (IWB) has recently been used to replace the TWB (traditional whiteboard), with many of its features being observed to help teachers in educational activities. This is based on effectively and efficiently increasing the teacher-student interaction. Therefore, this study aims to analyze the determinants of Behavioral Intention (BI) and the use of interactive whiteboards by K-12 teachers, in remote and rural Chinese areas. The Modified-Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model was used in this analysis, as a learning medium to deliver the subject matter to students. The sample and population were also the teachers in the Guangxi Zhuang Autonomous Region, China, where 171 voluntary respondents participated in this study. Furthermore, the obtained data were processed using a Structural Equation Model (SEM) approach, through the Smart-PLS software. The results showed that Habit and Hedonic Motivation had a significant influence on the Behavioral Intention (BI) of teachers, toward the utilization of IWB in remote and rural areas. Besides this, Facilitating Conditions (FCs) and BI also had a significant positive effect on Usage Behavior. Based on these results, important information was provided to school principals, local governments, and teachers for education quality improvement, regarding the patterns of increasing IWB utilization in remote and rural areas.

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Section: Interactive Whiteboardsupporting

confidence: 54%

Section: Interactive Whiteboardmentioning

confidence: 99%

Section: Interactive Whiteboardmentioning

confidence: 99%

Section: Interactive Whiteboardmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Determinants of Behavioral Intention and Use of Interactive Whiteboard by K-12 Teachers in Remote and Rural Areas

Zhou

Wijaya

2022

Front. Psychol.

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Examining PRESERVICE teachers’ use of SMARTBOARD and pc tablets in lessons

Yalman

Başaran

2020

Educ Inf Technol

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Learning with the interactive whiteboard in the classroom: Its impact on vocabulary acquisition, motivation and the role of foreign language anxiety

Kühl

Wohninsland²

2022

Educ Inf Technol

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When used in a sensible way, Interactive Whiteboards (IWB) are supposed to motivate and engage students in learning in the classroom. Thereby, they might also stimulate students who are usually more restrained, such as more anxious students. However, the body of research on the impact of IWB lessons is rather small. The present study investigated whether a 45-minute lesson with the IWB compared to a conceptual identical 45-minute lesson without the IWB would support learning and motivation within the subject English as a foreign language for German students. Moreover, the study examined whether the 45-minute lesson with the IWB compared to the 45-minute lesson without the IWB would be better able to counteract the detrimental effects of foreign language classroom anxiety (FLCA). One hundred and two eighth graders from two secondary schools in Germany took part in this study and were either taught with the IWB (condition IWB; n = 53) or without the IWB (condition No-IWB; n = 50). Results showed that students in the IWB condition stated to be higher motivated and performed better in a vocabulary test than their counterparts in the No-IWB condition. FLCA was negatively correlated with performance in the vocabulary test. Other than expected, learning with the IWB did not compensate the detrimental effect of FLCA, meaning that learning with the IWB was more beneficial than learning without the IWB irrespective of a student’s FLCA. Implications of the study will be discussed.

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Effects of Interactive Whiteboard-based Instruction on Students’ Cognitive Learning Outcomes: A Meta-Analysis

Cited by 23 publications

References 54 publications

Determinants of Behavioral Intention and Use of Interactive Whiteboard by K-12 Teachers in Remote and Rural Areas

Determinants of Behavioral Intention and Use of Interactive Whiteboard by K-12 Teachers in Remote and Rural Areas

Examining PRESERVICE teachers’ use of SMARTBOARD and pc tablets in lessons

Learning with the interactive whiteboard in the classroom: Its impact on vocabulary acquisition, motivation and the role of foreign language anxiety

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