Implementing large interactive displays in elementary classrooms: An evaluation of teacher adoption, student engagement, and parental perceptions

Abstract

This study investigates the pilot implementation of large interactive touch display screens in 86 lower-grade classrooms across 12 elementary schools in Taipei City, with a focus on three dimensions: teacher adoption, student engagement and learning outcomes, and parental perceptions. Employing a mixed-methods design, the research integrates quantitative survey data with qualitative insights from teacher interviews, classroom observations, and parent questionnaires. Results demonstrate high levels of teacher acceptance, with perceived ease of use and usefulness yielding mean ratings above 5.0 on a six-point Likert scale. Teachers reported enhanced instructional interactivity and student attentiveness, particularly when leveraging interactive or gamified learning activities. Observations indicated positive effects on student motivation and performance, especially in core subjects such as language and mathematics. Parental feedback, drawn from over 1,000 respondents, reflected broad support, highlighting increased engagement and perceived benefits of learning. Nonetheless, some parents expressed concerns regarding screen time and called for greater transparency around instructional goals. The findings underscore the pedagogical potential of large interactive displays in early elementary education, while also emphasizing the need for robust technical infrastructure, sustained professional development, and proactive home-school communication to ensure long-term efficacy and stakeholder alignment.