2. IWB implementation:
◦ Students are motivated in lessons with an IWB because of
the ―high level of interaction—students enjoy interacting
physically with the board, manipulating text and images‖
(Smith et al., 2005, p. 94).
Use of interactive pen
Manipulating animations and images
Point, click and drag objects on the board
Students’ perception:
◦ IWBs are viewed favorably by the students:
Allows the advantage of interaction of various elements:
Versatility
Multimedia
Fun and games
◦ ―Students appreciate the range of resources that can be
accessed through the technology‖ (Hall &
Higgins, 2005, p. 106).
3. Research Question
◦ Will animations through the IWB be a beneficial feature that
can assist the learning of scientific concepts as opposed to
drawing on traditional blackboards?
Purpose of Study
◦ Will animations in the IWB have a greater effect on students
when compared to static images?
Hypotheses:
◦ Directional Hypothesis: The use of animations through the
IWBS will help students understand scientific concepts more
than hand-drawn, described images on blackboards.
◦ Null Hypothesis: No difference will exist between methods
used: animations within the interactive whiteboard or drawing
images on a blackboard
4. Participants
◦ 46 ninth grade earth science students (non-
random)
23 students per class (19 males and 27 females)
Materials
◦ Pre- and Post-Likert Survey, and open responses
◦ Pre- and Post-Weather Exam (20 multiple choice
questions)
Research Design
◦ IWB – animations class – treatment group
◦ Hand - drawn image class – non-treatment group
5. Likes Computer Animations More Than Hand-Drawn Images (Pre-Survey Question 1)
No. responses
Frequency Percent
Valid Strongly Disagree 2 4.3
Disagree 6 13.0
Neither Agree or Disagree 9 19.6
Agree 14 30.4
Strongly Agree 10 21.7
Total 41 89.1
Missing No Response 5 10.9
Total 46 100.0
6. The Use of Animations Helped Me Understand Scientific Concepts (Post-Survey Question 1)
No. responses
Frequency Percent
Valid Disagree 1 2.2
Neither Agree or Disagree 10 21.7
Agree 17 37.0
Strongly Agree 15 32.6
Total 43 93.5
Missing No Response 3 6.5
Total 46 100.0
10. Correlations Between Student Post-Survey Responses for Question 1 and 3 and Their Post
Test Scores
Subscale PostS-Q1 PostS-Q3 Post-test score
Students (n=43)
PostS-Q1 1 -.233 -.168
PostS-Q3 -.233 1 .150
Post-test score -.168 .150 1
11. Pre-survey responses
Pre-survey responses
◦ Animations make scientific
◦ Animations make it easier concepts more interesting,
to understand helpful, and colorful
◦ Intriguing to see animations
◦ It helps to picture the
move
model as if it is alive
Post-survey responses
◦ Enjoyed the use of the
Post-survey responses
interactive features,
◦ Enjoyed the hand-drawn animations
images; developed step-by- ◦ No preference whether
animations or hand-drawn
step
images helped understand
◦ Liked having notes written
concepts
on the drawing; it helps to
◦ Want both animations and
learn the concept hand-drawn images
Hand-drawn class IWB animation class
12. Pre and Post Test Averages between Hand drawn class and the
IWB class
80
Hand-drawn images class
68.1
70
IWB animation class
58.9
60
49.0 48.8
50
Test Average
40
30
20
10
0
Pre-test Post-test
Exams
13. ANOVA Table
SS df MS F p
Source
Pre-test score Between
.372 1 .372 .002 .967
Groups
Within Groups 8425.238 39 216.032
Total 8425.610 40
Post-test score Between
1012.545 1 1012.545 2.933 .094
Groups
Within Groups 14153.734 41 345.213
Total 15166.279 42
14. Post-test averages for both classes increased
◦ When means were compared, the animations class
performed better on the post-exam
ANOVA results show significance on post-exams
Students have personal preferences
(according to surveys)
◦ Either for or against animations or static images,
they respond better to what they prefer
Data supports the null hypothesis
◦ No difference exists between either method to learn
scientific concepts
Further research is necessary; results are inconclusive
15. Limitations of study:
◦ No reverse treatment
◦ No random sample of participants and selection of
which class receives the IWB (unequal number of
genders)
◦ Inconsistent data: some students took the surveys and
exams, others didn’t
◦ Survey questions may have been confusing
◦ More IWB training necessary
16. Future studies:
◦ More than one unit of topic
◦ Use the IWB for extra help sessions or other
subjects
◦ Student use of IWB: Is it more beneficial?
◦ Focus on other variables of the IWB, such as
manipulation, printing or saving text (and
motivation levels)
◦ Does the IWB affect the students’ academic learning
process?
