Development and Evaluation of Teaching Debate Model Based on a Digital Whiteboard for the Business Negotiation Course in Siam University

Zhang Zhao

Digital whiteboards in education

Debates and debating -- Study and teaching (Higher)

Negotiation in business -- Study and teaching (Higher)

Educational technology

Constructivism (Education)

The purposes of this research are: 1) to identify the needs and components of digital whiteboard integration in Business Negotiation teaching, 2) to develop and pilot a digital whiteboard-supported Teaching Debate Model, and 3) to evaluate the effectiveness of the model through an experimental and control group comparison.
The population of this research included 320 undergraduate students across four academic years and five instructors at Siam University. The sample group was selected through stratified random sampling, with 175 students participating in the Phase 1 needs assessment, 25 students in the Phase 2 pilot study, and 100 students (50 in the experimental group and 50 in the control group) in the Phase 3 evaluation. The main research instruments include questionnaires, interview guides, observation forms, test papers, and digital whiteboard log analysis. Both quantitative and qualitative methods were employed, and statistical tools used for analysis included percentage, mean, standard deviation, t-test, factor analysis, and thematic analysis.

The results were found that: Firstly, Students and instructors reported strong needs and expectations for digital whiteboard integration, and factor analysis confirmed two main components of need, namely perceived engagement and instructional potential, and digital confidence and readiness. Secondly, The digital
whiteboard-supported Teaching Debate Model was developed based on Constructivist Learning Theory and refined through pilot testing. The finalized model included an orientation workshop, segmented whiteboard tasks, instructor moderator tools, and peer evaluation prompts, ensuring pedagogical soundness and practical feasibility.
Thirdly, The evaluation in Phase 3 confirmed that the experimental group significantly outperformed the control group in post-test scores (M = 79.84, SD = 6.81 vs. M = 71.18, SD = 7.65, p < 0.001). Qualitative feedback further highlighted improved participation, argument structuring, and confidence in debate performance. These
findings confirm that the digital whiteboard-supported Teaching Debate Model is effective, innovative, and scalable for enhancing Business Negotiation education.

Keywords: Digital whiteboard, Teaching Debate Model, Business Negotiation, Undergraduate students

Bansomdejchaopraya Rajabhat University. Office of Academic Resources and Information Technology

Prapai Sridama

Pong Horadal

Kanakorn Sawangcharoen

2025

2026-09-02

2026-09-02

2026-09-02

thesis

application/pdf

eng

Degree of Doctor of Philosophy

Doctoral degree

Digital Technology Management for Education

Bansomdejchaopraya Rajabhat University