Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: An experimental study

Abstract

AbstractThis research aimed to investigate the impact of Simulation-Based Learning (SBL), specifically within the Model United Nations (MUN) framework, on enhancing critical thinking and improving academic performance in a sample of 42 undergraduate students studying International Relations at a university in Northern Colombia. The objectives were to measure the students’ attitudes towards SBL and its impact on their academic achievement in two Economic Development courses. A Student’s t-test was applied to compare the effectiveness of SBL with traditional instruction, and performance values were analyzed using minimum, maximum, and average statistics. The focus was on how effectively SBL encouraged an inquiry-based approach in students and their understanding of a country’s objectives, and how this translated into their academic success. The results indicated that the implementation of simulations significantly boosted the students’ understanding, thereby leading to improved learning outcomes. These findings suggest that SBL within the Model of United Nations (MUN) framework can be an effective tool in fostering critical thinking and enhancing academic performance among International Relations students.

Keywords

• Simulation-based learning
• academic outcomes
• case study
• Colombia
• critical thinking