Enhancing Critical Thinking Skills through Interactive Digital Debate Platforms

Thesis Abstract

In an era characterized by rapid information dissemination and digital communication, developing critical thinking skills among learners remains a persistent educational challenge, especially given the prevalence of superficial engagement with information sources. This study investigates how interactive digital debate platforms can be employed as a pedagogical intervention to enhance critical thinking skills among undergraduate university students. The primary aim is to evaluate the effectiveness of these platforms in fostering analytical reasoning, evaluation of evidence, and argument construction. The specific objectives include assessing students' baseline critical thinking levels, designing and implementing an interactive digital debate intervention, measuring changes in critical thinking post-intervention, and exploring students’ perceptions of the platform's usability and impact. Employing a mixed-methods research design, the study integrates a quasi-experimental approach with qualitative exploration. A total of 200 undergraduate students from the Faculty of Social Sciences at State University constitute the target population. Participants are randomly assigned into experimental (n=100) and control groups (n=100). Data collection tools comprise the Watson-Glaser Critical Thinking Appraisal (WGCTA) to quantitatively assess critical thinking skills at pre-test and post-test stages, alongside semi-structured interview guides to gather qualitative data on user experiences and perceptions. The experimental group engages with a specially developed interactive debate platform over a six-week period, involving weekly debates on topical issues, while the control group participates in traditional face-to-face debates or lectures. Data analysis employs paired sample t-tests and ANCOVA to determine the significance of changes in critical thinking scores within and between groups. Thematic analysis is applied to qualitative interview transcripts, providing rich insights into user engagement, perceived benefits, and challenges in platform utilization. The study also reviews relevant theoretical frameworks, notably Bloom’s Taxonomy to frame cognitive development, and the Reflective Judgement Model to examine reasoning sophistication, providing a theoretical underpinning for interpreting outcomes. Expected findings suggest that students exposed to the interactive digital debate platform will demonstrate statistically significant improvements in critical thinking measures compared to the control group. The qualitative analysis is anticipated to reveal themes related to increased engagement, development of evaluative skills, and positive perceptions of technology-assisted learning environments. These findings aim to substantiate the pedagogical value of integrating ICT-mediated debates into higher education curricula as a means to cultivate higher-order thinking skills. The contribution of this research lies in bridging the gap between digital literacy and critical cognitive engagement, providing empirical evidence on the efficacy of digital debate platforms in higher education settings. It advances theoretical understanding by integrating cognitive development models with technological affordances, and offers practical insights for curriculum designers, educators, and policymakers seeking innovative methods to foster critical thinking skills in digital contexts. The study concludes that interactive digital debate platforms represent a robust tool for enhancing critical thinking, emphasizing the importance of intentional pedagogical design and user engagement strategies. Recommendations include the adoption of such platforms across various disciplines, ongoing training for educators to facilitate digital debates effectively, and further research to explore longitudinal impacts and scalability across diverse educational contexts. Future investigations could also examine integration with other ICT tools and delve into cultural or socio-economic factors influencing user outcomes, thereby extending the scope and impact of technology-driven critical thinking development initiatives.