Abstract
Interactive Whiteboards (IWBs) have been associated with positive affect, and are perceived as motivational for students and teachers. Their multimedia capabilities have been reported to capture students’ attention and support the transition from concrete learning to more abstract concepts. Betcher and Lee (2009, p. 1) state that “Interactive Whiteboards (IWBs) have the capacity to fundamentally change – and indeed revolutionise – the nature of teaching”.
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Lant, C.L., Lawson, M.J. (2016). Interactive Whiteboard Use and Student Engagement. In: Orrell, J., Curtis, D.D. (eds) Publishing Higher Degree Research. Higher Education Horizons. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-672-9_4
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DOI: https://doi.org/10.1007/978-94-6300-672-9_4
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