The role of interactive whiteboards in enhancing students’ motivation and participation in learning mathematics: A systematic literature review

This systematic review synthesizes quantitative studies published between 2021 and 2025 on the role of interactive whiteboards (IWBs) in enhancing students’ motivation and participation in mathematics learning. A total of fourteen (14) empirical articles were retrieved from ERIC, Scopus, SpringerLink, ScienceDirect, and Google Scholar using PRISMA-guided procedures and screened through inclusion and exclusion criteria emphasizing K–12 mathematics education. Data were analyzed thematically and compared across contexts using a narrative synthesis approach. Findings reveal that IWBs increase student motivation by approximately 18–25% and classroom participation by approximately 25–40%, particularly when lessons are frequent, interactive, and supported by adequate teacher training and institutional infrastructure. These effects were strongest when teachers demonstrated strong Technological Pedagogical Content Knowledge (TPACK) and integrated game-based, multimedia, and visual features that fostered collaboration and autonomy among learners. However, results also indicate that these motivational and participatory gains are uneven across socioeconomic and institutional settings, as schools with limited infrastructure or insufficient teacher preparation often show reduced outcomes. The review concludes that IWBs contribute meaningfully to student-centered mathematics instruction when pedagogical design, technological competence, and institutional readiness are effectively aligned. The findings are interpreted through the lenses of Self-Determination Theory, Technological Pedagogical Content Knowledge (TPACK), and Vygotsky’s Sociocultural Theory, providing a multidimensional understanding of how IWBs influence engagement in mathematics learning. Nevertheless, the lack of Philippine-based empirical evidence highlights a critical research gap. Future studies should employ mixed-method or longitudinal designs to examine how contextual factors—such as teacher digital competence, school infrastructure, and learner backgrounds mediate the sustained impact of IWBs on student motivation and participation.