Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not

Abstract

Summary. This systematic review focuses on the impact of Interactive Whiteboards (IWBs) on teaching and learning. Learning is interpreted through a Vygotskian constructivist lens, emphasizing quality through dialogic interaction. Classroom interactions and achievement in standardized tests are considered formative and summative assessment tools, respectively. Thus, our aim was to investigate whether the IWB technology had any effect on teaching and learning, reflected in standardized forms of testing or in-classroom quality measures. An online search through Proquest and First Search resulted in sixteen studies of diverse methodologies. Qualitative synthesis of quantitative data indicated that IWBs have not raised the levels of pupils' achievement and do not necessarily impact the quality of classroom learning. More longitudinal studies should focus on particular subjects taught, the age of pupils and particular type(s) of use. Overall, quality teaching is an important condition for improved learning, which does not necessarily result from IWB use. However, there is a general consensus across all studies that learning can be facilitated and improved through the use of IWB. Synchronizing theory with technological applications seems to be key in answering such assumptions positively. More importantly, concerns are raised regarding the unfolded relation between achievement and classroom interaction.

Elementary Teachers’ Uses and Perceptions of Interactive Whiteboards for Instruction

“…According to the participants' responses, students used the dynamic demonstration of systems, texts, and images to clarify their thinking, to demonstrate their understanding, to support their reasoning, and to teach other students. Confirming the study results, Kyriakou and Higgins (2016) stated IWBs affected summative assessments and classroom talk and suggested enhancing the theoretical framework. They also added the notion that the summative assessments offer considerable insights into students' learning.…”

Evidence-Based Policies in Education: Initiatives and Challenges in Europe

“…After 2 years, the effects were almost zero in all subjects (þ.02 for English, .00 for mathematics, and À.03 for science; Higgins et al, 2005). A systematic review conducted by Kyriakou and Higgins (2016) found similar results, with the use of IWB revealed to impact on neither students' level of attainment nor the quality of classroom learning.…”

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

“…Concerning the empirical evidence, we will refrain in the following from describing the studies that contribute to the current state of research in detail, since these studies are already summarized and discussed in a recent meta-analysis as well as in a critical review (cf. Kyriakou & Higgins, 2016;Shi et al, 2021). Based upon these latter two research overviews, we will provide the gist of the current state of research.…”

“…Though, the empirical evidence is not that straightforward for at least two reasons: First, the current research situation with respect to the impact of the IWB on learning is still rather sparse, with only a few published (quasi)-experimental studies in this research field (see Mariz et al, 2017;Shi et al, 2021). Second, several studies exist that do not show a beneficial effect on learning success (e.g., Albaaly & Higgins 2012;Shi et al, 2018; for a critical review, see Kyriakou & Higgins 2016). This calls for further studies that aim at being able to paint a more accurate picture if, when, for whom and how learning with the IWB may be beneficial in the classroom.…”