NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1115141
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0144-3410
Assessing Visibility, Legibility and Comprehension for Interactive Whiteboards (IWBS) vs. Computers
Megalakaki, Olga; Aparicio, Xavier; Porion, Alexandre; Pasqualotti, Léa; Baccino, Thierry
Educational Psychology, v36 n9 p1638-1657 2016
The usability of interactive whiteboards vs. computers was evaluated on three dimensions (visibility, legibility and comprehension) in the secondary school pupils. The visibility assessment consisted in detecting a visual stimulus varying in luminance using a staircase procedure, legibility was assessed with a target-search task, and we administered narrative and explanatory texts with or without illustrations to evaluate comprehension. The results of the visibility test showed that pupils found the light signal easier to detect on the IWB. For the legibility test, we observed differences in error rates and discriminability according to medium, font size and congruence between target and the distractor letters. Performances in the comprehension test were similar for both explanatory and narrative texts. Moreover, the presence of illustrations does not improve comprehension. These results could be related to the hierarchical structure of the texts, which facilitate comprehension.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France (Paris)
Grant or Contract Numbers: N/A