Abstract
Research to date has been controversial with regard to the effectiveness of interactive whiteboard-based classroom instructions on student learning outcomes. The purpose of the present study was to identify high-quality empirical publications that examine the learning outcomes of students and to utilize meta-analyses to determine the overall effectiveness of interactive whiteboard-based instructions. A total of 23 studies were included in this systematic review. The calculated effect size showed that interactive whiteboard-based instructions can positively influence students' cognitive learning outcomes compared to traditional lectures. Moderator variable analysis suggests that the pedagogical approach and the year of publication significantly moderate the effectiveness of interactive whiteboard-based classroom instruction. These results indicate that the interactive whiteboard-based instructional model proves mature reliable after several years of application in educational environments, and it helps students to improve their cognitive learning across all currently available interdisciplinary research reports. The interactive whiteboard-based was also found to be more effective when instructors integrate active or collaborative pedagogical approaches
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