Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: An experimental study
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 uni...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2023-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2236450 |
| _version_ | 1797390197317435392 |
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| author | Heidy Rico Mario Alberto de la Puente Pacheco Adrian Pabon Ivan Portnoy |
| author_facet | Heidy Rico Mario Alberto de la Puente Pacheco Adrian Pabon Ivan Portnoy |
| author_sort | Heidy Rico |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-08T23:07:14Z |
| format | Article |
| id | doaj.art-37ad81478da246459d4a47e20ce7ba07 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-08T23:07:14Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-37ad81478da246459d4a47e20ce7ba072023-12-15T10:31:09ZengTaylor & Francis GroupCogent Education2331-186X2023-12-0110210.1080/2331186X.2023.2236450Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: An experimental studyHeidy Rico0Mario Alberto de la Puente Pacheco1Adrian Pabon2Ivan Portnoy3Department of Business Management, UNIMINUTO, Barranquilla, ColombiaDepartment of Political Science and International Relations, Universidad Del Norte, Barranquilla, ColombiaDepartment of Electronic Engineering, Universidad Del Norte, Barraquilla, ColombiaDepartment of Productivity and Innovation, Universidad De la Costa (CUC), Barraquilla, ColombiaAbstractThis 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.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2236450Simulation-based learningacademic outcomescase studyColombiacritical thinking |
| spellingShingle | Heidy Rico Mario Alberto de la Puente Pacheco Adrian Pabon Ivan Portnoy Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: An experimental study Cogent Education Simulation-based learning academic outcomes case study Colombia critical thinking |
| title | Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: An experimental study |
| title_full | Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: An experimental study |
| title_fullStr | Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: An experimental study |
| title_full_unstemmed | Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: An experimental study |
| title_short | Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: An experimental study |
| title_sort | evaluating the impact of simulation based instruction on critical thinking in the colombian caribbean an experimental study |
| topic | Simulation-based learning academic outcomes case study Colombia critical thinking |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2236450 |
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