Abstract
With the rapid development of information and communication technology (ICT), integrating the Interactive Whiteboard (IWB) into traditional classroom teaching has become an important research issue in recent years. This research aims to compare the effectiveness of IWB-integrated instruction with that of traditional ICT-integrated instruction, and to investigate learning effectiveness of students with different cognitive styles in these two learning environments. The IWB was used in the "Cell Division" course for junior high school seventh graders. This research adopted a quasi-experimental design. One hundred and eleven junior high school seventh graders participated in this research. This research adopted the instrument named "Hidden Figures Test (HFT)" to categorize students' cognitive styles. After one-week instruction (five classes), this research showed that students receiving IWB-integrated instruction had significantly better learning effectiveness than those receiving traditional ICT-integrated instruction. In addition, the results revealed that in comparison with traditional ICT-integrated instruction, IWB-integrated instruction could make students with different cognitive styles had equal learning effectiveness.