Do IWBs affect student motivation?

Do IWBs affect student motivation?

Tahlia discusses the visually appealing benefits of the IWB in her blog , and how this increases motivation for visual learners. This prompted me to do a google search on the relationship between motivation and IWBs and I was surprised at the many research articles available to read. Most articles agree that when IWBs are used in the classroom, there is increased motivation in, for example:

Richardson (2002), states that “children are always enthusiastic and show heightened motivation when [an interactive whiteboard] is used in the classroom and … it causes greater attention and enthusiasm to participate and respond.”

Smith (2002) states that “students thought it was cool … [they] could take an active part in class teaching by coming up and demonstrating to the whole class, and [they] gained confidence in their skills by doing so.”

Cox et al. (2003) affirms, “Interactive whiteboards promote class discussions and [improve] pupils’ explanations and presentation skills.”

Bush et al. (2004). “made teaching more visual and learning more interactive, in turn encouraging greater participation from the pupils, improving their motivation and concentration.”

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When I expanded my research, I found an article that explains how IWBs support intrinsically and extrinsically motivated students to promote their learning. For example:

  • Intrinsically motivated students will be keen to express their knowledge/skills on the IWB in front of their peers because they will be able to demonstrate their individual achievement.
  • Extrinsically motivated students are drawn by the “wow factor” of the IWB and will be motivated to engage with it as they will enjoy using the tool.

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Thus, it is evident that when used effectively, IWBs can be an influential tool to support and transform students learning because of the positive effect they have on student engagement and motivation.

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