Learning Effects of Interactive Whiteboard Pedagogy for Students in Taiwan from the Perspective of Multiple Intelligences

Abstract

With the rapid progress in information technology, interactive whiteboards have become IT-integrated in teaching activities. The theory of multiple intelligences argues that every person possesses multiple intelligences, emphasizing learners' cognitive richness and the possible role of these differences in enhanced learning. This study is the first to investigate the influence of interactive whiteboards on the learning effectiveness of 4th-grade science students in Taiwan from the perspective of multiple intelligences. The experiment in this study was based on a quasi-experimental design. The results indicated that the learning achievement of the students taught using interactive whiteboards was greater than that of the students taught using lectures. Among the students in the experimental group using interactive whiteboards, the learning achievement of the students with weaker logical-mathematical intelligence was higher than that of those with strong logical-mathematical intelligence. In other words, it can be inferred that the interactive whiteboards achieved good learning effects even for the students with weak logical–mathematical intelligence.