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

Abstract

This 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

1. Introduction

Critical thinking abilities, pivotal for academic excellence, had emerged as a vital component of higher education, especially for developing nations. In the context of Latin America and according to Guzmán-Valenzuela et al. (2023), Okolie et al. (2022) and Alshutwi et al. (2022), the historical focus of public education had been on increasing the reach of primary and secondary education, rather than nurturing critical thinking. This thinking paradigm, characterized by logical problem-solving through experimentation and pattern identification, could have been nurtured through non-conventional teaching methods, such as Simulation-Based Learning (SBL).

Simulation-Based Learning SBL, a distinctive and successful teaching strategy, was particularly pertinent in Latin American nations where conventional teaching techniques sometimes dominated experiential, hands-on learning. Fostering independent thinking in kids was essential in an era marked by a wealth of information (MacLennan et al., 2023). It was especially crucial to comprehend economic dynamics in areas like the Caribbean for them to be equipped to solve problems and assess prospective solutions through inductive and deductive reasoning. It was interesting to see how Simulation-Based Learning (SBL) was being used more and more in Colombian and Caribbean universities, especially in their undergraduate International Relations programs (M. de la Puente Pacheco et al., 2022).

Additionally, Simulation-Based Learning (SBL) merged academic material from multiple disciplines with monitored practice, enabling students to assess and improve their skills in controlled environments without having to worry about the possible negative outcomes of real-world performance (Rico et al., 2022). This strategy’s inclusion of team rivalry and play-based learning made it extremely motivating. It promoted integrative, interdisciplinary learning by presenting complicated scenarios including a range of professional elements. Despite SBL’s effectiveness in enhancing critical thinking, there were several limitations. Because simulation scenarios are simplified, participants may have encountered circumstances they were unfamiliar with, which would have decreased their participation (Aldriwesh et al., 2022). Additionally, it’s possible that time and financial constraints have hindered SBL’s ability to improve critical thinking. More studies on the effects of Simulation-Based Learning (SBL) SBL on various critical thinking abilities were required, particularly when it came to comprehending the complexity of social and political systems in places like Colombia.

An area ripe for research was the effectiveness of Simulation-Based Learning (SBL) in developing critical thinking skills as opposed to conventional approaches. Understanding the precise areas where SBL had a greater impact and those where traditional methods may still have been helpful presented a problem (Levin et al., 2023). In Simulation-Based Learning SBL, critical thinking is often nurtured through reflection and debriefing (M. de la Puente Pacheco et al., 2022). After the simulation activity, students usually participate in a debriefing session where they can reflect on their actions, the decisions they made, and the reasoning behind these decisions. This reflection process is pivotal in developing critical thinking as it enables students to assess the efficacy of their thought processes and decision-making strategies (Woodward et al., 2023). They can receive feedback, analyze alternative approaches, and consider the implications of different choices. This reflective practice empowers students to become more discerning thinkers, improving their ability to analyze information and make well-informed decisions in future scenarios. One aspect of critical thinking that Simulation-Based Learning (SBL) particularly enhances is the ability to analyze and synthesize information (M. A. de la Puente Pacheco et al., 2020).

Students are often presented with multifaceted scenarios that require them to process and integrate a wealth of information rapidly. They must distinguish between relevant and irrelevant data, identify patterns, and connect the dots to create a coherent understanding of the situation at hand. This constant engagement with complex information helps to fine-tune their analytical skills. The self-regulatory aspect of critical thinking is also notably improved through Simulation-Based Learning SBL. Since simulations often provide immediate feedback, students can assess how their actions and decisions are affecting the outcome (Yablon et al., 2022). This encourages them to constantly monitor and adjust their thinking processes and strategies as needed.

Furthermore, Simulation-Based Learning (SBL) often requires collaborative problem-solving, where students need to communicate effectively, negotiate, and sometimes make collective decisions. This collaborative element is instrumental in developing critical thinking as it exposes students to diverse perspectives and reasoning approaches. They must evaluate their own thoughts against those of their peers, reconcile differences, and reach a consensus. This form of social learning enriches their cognitive processes and broadens their understanding of complex issues.

To fully grasp SBL’s potential for enhancing critical thinking abilities and how it could be tailored to various cultural and socioeconomic contexts, more research is required. To execute Simulation-Based Learning (SBL) as effectively as possible, it was also necessary to study potential difficulties and restrictions, such as the need for resources, and come up with solutions. The realm of education and beyond promised to benefit much from future research in this area.

2. Literature review

2.1. Educational inequalities and barriers to alternative teaching methods

There has been limited research on the effects of alternative pedagogical approaches, such as Project-Based Learning (PBL), on the development of students’ critical thinking skills and comprehension of sociopolitical and economic dimensions in the northern region of Colombia (M. de la Puente Pacheco et al., 2022; Rico et al., 2022). Given the potential educational benefits of the learning approach, particularly in the context of critical thinking abilities and grasp of intricate socio-political and economic processes, this oversight represents a knowledge gap. It is impossible to overestimate the significance of this area of education because it is essential for informed citizenship and active engagement in the connected world of today (Lázaro Lorente, 2022).

The quality of the educational experience and the necessity to foster critical thinking and a knowledge of socio-political concerns may have been neglected in the past because policymakers have traditionally focused primarily on increasing access to basic and secondary education. Even though enrollment rates for basic, intermediate, and higher education increased noticeably between 2000 and 2018, from 75% to 89% respectively, this condition persists (Ortega et al., 2022; Osei Afriyie et al., 2022).

The need to assess the efficacy of current teaching methods has been further overshadowed by differences in university enrollment and completion rates that exist, particularly between rural and urban areas (Aebersold, 2018). These gaps, which are primarily caused by limits in human and financial capital, have called for rapid solutions, frequently at the expense of more comprehensive educational reforms. As a result, public organizations tend to use traditional pedagogical approaches that see students as passive information consumers rather than looking into innovative ways to teach that might encourage active learning and the development of critical thinking skills (Bezanilla et al., 2019; Dunn, 2019; El Soufi & See, 2019).

Additionally, conventional instructional strategies like private tutoring face particular difficulties. Due to the uneven distribution of attention, a few numbers of excellent students frequently dominate session participation, causing many others to feel excluded and uninvolved. Like overcrowded classrooms, which are typical in Latin American nations, standard teaching methods can discourage students from researching new topic areas. Previous studies provide a suggestion as to why this topic need more research. According to M. A. de la Puente Pacheco et al. (2020), Allen et al. (2020), and Lugo Arias et al. (2020), more government funding for education in Latin America does not necessarily result in improved critical thinking skills, especially in disciplines like mathematics. According to Chernikova et al. (2020) and M. A. de la Puente Pacheco et al. (2021), this suggests a potential gap between educational investment and the caliber of learning outcomes. This is a problem that different teaching methods might successfully resolve.

The need for additional research is also shown by modifications made to the PISA exams in 2015, which Agllias et al. (2021) stress. The revisions made it more difficult to compare educational quality over time by deleting non-responded items from the test’s final portion. Prior to these modifications, the PISA exams contained many unanswered questions, making it extremely challenging to evaluate students’ critical thinking skills in countries throughout Latin America. Due to the lack of knowledge on the impact alternative teaching methods play in enhancing students’ critical thinking skills and sociopolitical awareness in nations like Colombia, the focus of this research was driven by the need for a more thorough investigation of the issue.

2.2. Simulation-based learning and its implications on critical thinking

It is impossible to overstate the value of critical thinking in issue solving. It entails applying logical analysis to find trends, draw on prior knowledge, and come to well-informed conclusions after carefully examining, analyzing, and interpreting data from various sources (Alshutwi et al., 2022; M. de la Puente Pacheco et al., 2022; Pellas & Mystakidis, 2020). However, there is still much to learn about the methods for improving this important talent.

The Social Learning Theory (SLT) of Bandura has been suggested as a potential method for improving critical thinking. According to SLT, by analyzing their own actions and thought processes, people can improve their cognitive abilities, such as critical thinking. This hypothesis has been used to analyze how conventional teaching approaches affect students’ perceptions of their own efficacy in disciplines like nursing and medicine. According to research by Rico et al. (2022), M. A. de la Puente Pacheco et al. (2021) and Abramowitz et al. (2017), critical thinking abilities can be developed through reflection, repetition, and practical experience. These are crucial elements in deciding whether new learning responses are successfully acquired.

Given the disparate research results, it seems clear that more investigation is required. For instance, M. A. de la Puente Pacheco et al. (2019) observed favorable results when educating students using Simulation-Based Learning (SBL) and United Nations (UN) models. According to their research, this strategy assisted students in relating written materials to oral presentations and locating ideological claims in political writings. Students could have a deeper understanding of diplomatic operations when combined with role-playing exercises.

On the other hand, research conducted in 2016 and 2017 by Allen et al. (2020) indicated that United Nations (UN) university models did not improve students’ logical comprehension or other crucial skills. This was related to participants’ varying preparation strategies, which could mislead first-time students about how the Simulation-Based Learning (SBL) methodology works. These contradictory results show how the techniques and resources for improving critical thinking are understudied. They emphasize the need to thoroughly investigate these strategies, such as the Simulation-Based Learning (SBL) approach and United Nations (UN) models, to support the development of critical thinking and related abilities. Across a range of disciplines, this would unquestionably have a profound impact on pedagogy and learning outcomes (Moslehi et al., 2022; Rico et al., 2022; United Nations, 2023).

In this study, a Model United Nations (MUN) simulation was used in a school in Northern Colombia to evaluate the effectiveness of the Simulation-Based Learning (SBL) technique in enhancing critical thinking skills. With relation to the accomplishment of course objectives and the skills acquired from each method, the research compared traditional educational methods and Simulation-Based Learning SBL. To determine whether the Simulation-Based Learning (SBL) technique encourages the development of critical thinking abilities and is congruent with the material of an Economic Development course, the study used participants’ viewpoints, academic performance, and association with Bandura’s and Brookfield’s theories. The study’s findings confirmed the hypotheses that the group subjected to Simulation-Based Learning (SBL) saw an improvement in their deductive and inductive reasoning abilities and their skills in identifying premises and drawing conclusions. Moreover, this group surpassed the non-SBL group academically, likely owing to the immediate feedback provided during the Model United Nations (MUN) sessions.

3. Method

In this study, Simulation-Based Learning (SBL) training was primarily based on the Model United Nations (MUN) framework. The study aimed to explore the impact of SBL on enhancing critical thinking and academic performance among 41 seventh-semester undergraduate students in an international relations program in Colombia’s Caribbean area. The students were divided into two groups, where one received SBL training involving MUN simulations, while the other was given standard instruction. The MUN simulations required students to engage in oral debates and create written position papers, simulating real-world United Nations proceedings.

Data collection was carried out over the course of a year and included a Likert-based survey to establish baseline information regarding students’ perceptions of their critical thinking abilities. This data was invaluable for comparisons with information acquired during and after the course. The SBL group’s proficiency was appraised through their performance in the MUN simulations, while the traditional instruction group was evaluated using weekly reading checks and multiple-choice exams. In addition, focus groups, which included students from both instructional approaches, were conducted at the end of the training. The focus groups helped in gathering qualitative information about the students’ experiences and their opinions concerning the role of simulations in enhancing critical thinking. The discussions from these focus groups were transcribed, and a thematic analysis was carried out to identify themes and insights.

To compare the effectiveness of SBL with traditional instruction, statistical analyses were performed. A Student’s t-test was applied to gauge if there were significant differences in academic performance between the two groups. Performance values were also examined using descriptive statistics including minimum, maximum, and average measures. These statistical analyses were crucial in quantitatively assessing the influence of SBL on students’ academic performance.

The outcomes of the study showed that SBL, especially within the MUN framework, considerably augmented the students’ understanding, subsequently leading to enhanced learning outcomes. The statistical analysis supported this, indicating a significant positive impact on students who underwent SBL training in terms of critical thinking and understanding of international relations. These findings imply that incorporating SBL in educational methodologies, especially in courses like International Relations, can be an efficacious strategy for fostering critical thinking and boosting academic performance.

3.1. Data collection

Over the course of a year, targeted data on student attitudes and academic performance were meticulously collected from 12 economics classes, aligning closely with the research objectives. The data included specific elements such as students’ ability to engage in critical thinking, their understanding of economic theories, and their application of these theories to real-world contexts. A comparative analysis, using a Student’s t-test, was conducted to ascertain the specific aspects in which Simulation-Based Learning (SBL) excelled as compared to conventional teaching methods. Descriptive statistics were then deployed with a focus on minimum, maximum, and average performance metrics, but also with particular attention to variations in critical thinking skills and economic understanding. The analysis was finely tuned to specifically evaluate how effectively SBL nurtured an inquisitive approach in students, honed their comprehension of national objectives through the lens of economics, and to discern how these skills directly influenced their academic performance. By ensuring that data collection was tailored to the research objectives, the analysis provided more actionable insights into the nuances of SBL’s impact on students’ learning experiences.

3.2. Pre-study assessment

A Likert-based survey was conducted among the students before the study began to assess their perceptions of their critical thinking skills and their expectations for the course. To gauge general perceptions and expectations, the survey responses were numerically coded and evaluated using a mean score. This survey provided a baseline for comparison with data gathered during and after the project, and its validity was evaluated by Education For All Online E.U. Additionally, participants took a diagnostic test to gauge their prior understanding of fundamental political and economic concepts, ensuring consistency between the two groups’ characteristics.

3.3. Performance evaluation

Based on oral debating in Model United Nations sessions and written debating in position papers, the Simulation-Based Learning (SBL) group’s proficiency was assessed. Weekly reading checks and multiple-choice written tests were used to evaluate the conventional group. At the beginning of the course, the ninth week, and again in the thirteenth week, evaluations were given at three different intervals. At the beginning of the course, the ninth week, and again in the thirteenth week, evaluations were given at three different intervals. The study made use of a Student’s t-test in juxtaposing the efficacy of Simulation-Based Learning (SBL) against traditional educational approaches. Performance data was further scrutinized by considering the range and average scores.

3.4. Focus groups

Both the SBL and non-SBL groups took part in focus groups once the training was over. These sessions provided a venue for gathering detailed, qualitative information on the students’ educational experiences, their opinions regarding the relationship between simulations and critical thinking abilities, the course objectives, and their recommendations for improvement. These focus groups’ major goal was to evaluate how well the SBL instructional strategy improved students’ critical thinking abilities in line with the course objectives.

The focus group discussions were transcribed verbatim, and subsequently, the transcripts were subjected to a rigorous thematic analysis. The analysis involved an iterative process, which included reading and re-reading the transcripts, taking initial notes, generating codes, identifying themes, reviewing these themes, and finally defining and naming them to compile the final report. This method provided an in-depth and structured examination of the data, aimed at detecting common patterns and themes within the dataset. The key themes and shared ideas identified through the focus groups are articulated and analyzed in the discussion section of the study, providing a comprehensive understanding of their significance and implications.

4. Results

According to the first table, the minimum and maximum grades of both groups are relatively similar. However, when analyzing the means of the qualifications, it is found that the SBL group obtained a higher meaning than the group with the conventional method. (Table 1).

Table 1. Statistical Overview: Minimum, Maximum, and Average Academic Grades Comparison

Group	Min - Max	Mean
SBL	3.0–4.7	4.18
Conventional method	3.2–4.6	3.80

In Table 2, it is noticeable that most participants are women, these being 80.49% of the individuals in the study (Table 2).

Table 2. Student Groups Overview: Count and Description Based on Gender and Learning Methods

Subjets	SBL	Conventional Method	Total
Female	15	18	33
Male	4	4	8
			41

It can be evidenced through Tables 3 and 4 that both groups had low scores in the pre-test; however, the SBL group had significant change in the variables deductive and inductive reasoning and in recognizing assumptions (Table 4). Although both groups improved in the post-test results, the conventional group`s change was not significant (Table 3).

Table 3. Pre and Post-Test Academic Performance: A Comparison Using the Conventional Method

	Pre-test			Post-test
	Min	Max	Mean	Min	Max	Mean
Argument evaluation	2	4	2.81	4	6	5.45
Deductive and inductive reasoning	2	4	2.72	4	7	5.68
Recognizing assumptions	2	4	3.18	4	7	5.40
Drawing inferences	2	4	2.90	4	7	5.90
Logical interpretation	2	3	2.77	4	7	5.36

Table 4. Simulation-Based Learning (SBL) Impact: Comparative Analysis of Academic Grades Before and After Implementation

	Pre-test			Post-test
	Min	Max	Mean	Min	Max	Mean
Argument evaluation	2	4	3.10	5	7	6.52
Deductive and inductive reasoning	2	5	3	9	10	9.21
Recognizing assumptions	2	4	3.15	8	10	8.89
Drawing inferences	2	4	3.10	8	9	8.84
Logical interpretation	2	5	2.68	5	7	6.21

The following table provides an insightful analysis of the impact of an educational intervention on participants’ critical thinking skills. The data set comprises various domains of critical thinking, including Argument Evaluation, Deductive & Inductive Reasoning, Recognizing Assumptions, Drawing Inferences, and Logical Interpretation. A t-test was employed to evaluate the changes in the participants’ abilities in these domains before and after the intervention. For each domain, the table presents the t-statistic and the corresponding p-value, both in the pre-test phase and the post-test phase. The t-statistic measures the difference between the groups in terms of standard deviations, whereas the p-value indicates the probability that the observed differences could have occurred by chance. A lower p-value, particularly one less than 0.05, is indicative of a statistically significant change. This table serves to demonstrate the efficacy of the educational intervention in enhancing participants’ critical thinking skills across different domains.

The data from the t-test analysis suggests that the participants showed statistically significant improvements in all the critical thinking domains assessed, with the intervention being particularly effective in enhancing Deductive and Inductive Reasoning, Recognizing Assumptions, and Drawing Inferences. In the “Deductive and Inductive Reasoning” component, the t-statistic rose from 1.00 in the pre-test to 19.40 in the post-test. This suggests that there was a significant enhancement in the participants’ deductive and inductive reasoning skills over the course of the study.

The “Recognizing Assumptions” skill similarly showed significant improvement. The t-statistic shifted from −0.27 in the pre-test to 17.80 in the post-test, and the p-value dramatically decreased from 0.790 to less than 0.001. The negative t-statistic in the pre-test may imply that initially, the participants were not adept at recognizing assumptions, but this skill significantly improved by the end of the study. For “Drawing Inferences”, there was also a marked improvement. The t-statistic increased from −0.62 in the pre-test to 12.03 in the post-test. The p-value decreased from 0.542 to less than 0.001. Like “Recognizing Assumptions”, the negative t-statistic in the pre-test suggests that the participants initially struggled in this area, but there was a significant improvement by the conclusion of the study.

Table 6 show the questionnaires of the course objectives. In most questions, the SBL group had higher scores. However, there is a slight advantage in the conventional method group in the first question since the mean is affected by atypical data such as minimum and maximum. In the rest, the SBL group is superior in communication skills and case association skills (Table 5).

Table 6. Course Objective Assessment: Questionnaire Administered to Both Simulation-Based and Conventional Learning Groups

	Conventional method			SBL
	Min	Max	Mean	Min	Max	Mean
Using a scale from 0 to 10, where 0 indicates no understanding and 10 signifies complete understanding, how would you rate your comprehension of the primary theoretical frameworks in economic development?	5	7	6.09	4	9	5.73
Using a scale from 0 to 10, where 0 indicates no capability and 10 signifies maximum proficiency, how would you rate your ability to assess diverse theoretical perspectives?	3	8	4.86	3	8	5.31
On a scale ranging from 0 to 10, where 0 represents no association and 10 signifies a strong association, how would you rate the correlation between theoretical approaches and case studies?	2	8	5.40	9	10	9.15
Using a range from 0 to 10, where 0 signifies no perceived connection and 10 denotes a very strong perceived connection, how would you rate the link between political and social factors when assessing development across various geographical regions?	4	7	5.45	9	10	9.31
On a scale ranging from 0 to 10, where 0 indicates no enhancement at all and 10 signifies the maximum possible improvement, how much would you say your writing and communication skills have progressed?	4	7	5.40	7	10	9.31

Table 5. T test: Comparative Analysis of Pre- and Post-Test Scores in Critical Thinking Components

	Pre - test		Post - test
Argument evaluation t-test	t-stat	1,794	t-stat	6,6
	P-value	0,090	P-value	0
Deductive and inductive reasoning	t-stat	1,000	t-stat	19,4
	P-value	0,331	P-value	1,62
Recognizing assumptions	t-stat	−0,271	t-stat	17,8
	P-value	0,790	P-value	7,12
Drawing inferences	t-stat	−0,622	t-stat	12,03
	P-value	0,542	P-value	4,82
Logical interpretation	t-stat	−0,524	t-stat	3,61
	P-value	0,607	P-value	0,001

5. Discussion

The results from the t-test indicated significant improvements in post-test scores, particularly in argument evaluation (t-stat = 6.6, p < 0.001), deductive and inductive reasoning (t-stat = 19.4, p < 0.001), recognizing assumptions (t-stat = 17.8, p < 0.001), and drawing inferences (t-stat = 12.03, p < 0.001). These results imply that students exhibited noticeable advancements in critical thinking skills after undergoing SBL interventions.

Moreover, logical interpretation, one of the vital components of critical thinking, also showed a statistically significant improvement (t-stat = 3.62, p = 0.0019), though to a lesser extent compared to other domains. The enhancement in logical interpretation skills is a testament to the comprehensiveness of SBL in improving various facets of critical thinking. Although inferential statistics were not used to prove a direct causal relationship, the data gathered suggests a possible connection between the application of the SBL technique and the development of the aforementioned skills. SBL simulations and enhanced critical thinking skills may be related, according to recent studies in the domains of political science and international affairs as mentioned in the literature review section.

The participants of the SBL group provided valuable insights on how Simulation-Based Learning (SBL) substantially impacted their critical thinking skills. It is essential to emphasize that the focus group’s observations are in line with the research objectives, which aimed to investigate the effects of SBL on critical thinking. These observations are consistent with the broader literature that illustrates the efficacy of active learning strategies in fostering critical thinking (Xu et al., 2023; Yeung et al., 2023). During the Model United Nations (MUN) sessions, the participants particularly highlighted the invaluable role of feedback. This feedback, as suggested by Carlos et al. (2023), is instrumental in cultivating students’ deductive and inductive reasoning skills. By evaluating various theories and perspectives critically, the students developed the aptitude to recognize assumptions and draw more reasoned conclusions, akin to the findings of Bonesso et al. (2023).

Furthermore, the SBL training seemed to foster an environment conducive not only to the enhancement of critical thinking but also the enrichment of academic performance. This notion aligns with Dulun and Lane (2023) assertion regarding the positive effects of active learning on student performance. The students in the SBL group stressed how immediate feedback from professors played a pivotal role in their learning trajectory. As supported by SIVACI and ALTAŞ (2023) feedback is a powerful tool in learning, especially when it is immediate and constructive. With real-time critiques and insights, the students could swiftly internalize and apply the competencies they garnered during the course. This immediacy in feedback and engagement is akin to the principles of the experiential learning theory, which postulates that learning is most effective when individuals are actively involved in the learning process (Bonesso et al., 2023). The SBL approach appeared to significantly elevate the students’ capabilities, which translated into a marked improvement in their academic grades.

In reflecting upon the novelty of the findings of this research, it’s noteworthy to mention that while previous studies have examined the impact of SBL on critical thinking and academic performance, this study brings a unique dimension by focusing on Model United Nations (MUN) sessions and feedback mechanisms within an international relations program in Colombia’s Caribbean area. The incorporation of MUN as a tool within SBL training adds a layer of realism and immediacy that may not have been adequately explored in prior research. This regional context and the specific use of MUN could also provide insights that are particularly relevant to the field of international relations.

Furthermore, the study’s emphasis on the value of real-time feedback as an integral part of SBL training is also a distinguishing feature. While feedback is known to be beneficial in educational settings, this research’s detailed observation on how it operates within an SBL environment and particularly in MUN sessions is a significant contribution to the literature. The study’s findings on the synchronous relationship between feedback, critical thinking, and academic performance could potentially pave the way for more focused and optimized application of SBL methodologies. This nuanced understanding and the context-specific application make the findings of this research novel and an essential addition to the existing body of knowledge.

Furthermore, it’s worth highlighting that SBL’s impact on students’ understanding was a recurring theme among the participants, mirroring findings in the literature. For instance, as demonstrated by Del Olmo-Muñoz et al. (2023) SBL can be instrumental in enabling students to delve deeper into the subject matter, thus enhancing their comprehension. However, it’s crucial to note, as cautioned Almulla and Al-Rahmi (2023) that the rapid pace of MUN sessions might sometimes be a double-edged sword by potentially limiting the time needed for reflection, which is vital for honing critical thinking skills. One of the standout aspects of SBL, emphasized by its immersive nature, corroborates with findings from Mejía-Cáceres et al. (2023) who posited that when students are placed in simulations mirroring real-world scenarios, such as MUN sessions, they are compelled to think critically. This environment facilitates their ability to engage in deductive reasoning, drawing specific conclusions from general information, and also fosters inductive reasoning through generating broader theories from particular observations made during simulations.

Moreover, SBL training, as advocated by Meneses et al. (2023) plays a significant role in cultivating a well-rounded understanding, harmonious with the research objectives. When students engage with intricate simulations, they become skilled at discerning the subtleties and interconnectedness among various facets of information. This enriched comprehension is indispensable for profound learning and has been observed to correlate positively with enhanced academic performance Ocampo-López et al. (2023). The SBL’s participatory nature ensures that students evolve from being mere absorbers of knowledge to active contributors in their learning journey. This engagement level, as Murillo-Zamorano et al. (2023) note, is likely to contribute substantially to the retention and application of knowledge, both of which are essential for academic achievement.

In relation to the novelty of the findings of this research, it is important to consider where this study sets itself apart from the existing body of literature. While previous studies have highlighted the effectiveness of SBL in enhancing understanding and critical thinking, this research provides insights into the nuances of how SBL can be specifically tailored in a Model United Nations (MUN) framework to improve students’ critical faculties in the domain of international relations. Additionally, what sets this study apart is the comprehensive approach to evaluating critical thinking. Not only did the research consider the deductive and inductive reasoning, but it also meticulously investigated the effects on recognizing assumptions and drawing conclusions. This broadened scope makes it possible to get a more holistic view of the impact of SBL.

Moreover, the current study provides a distinctive perspective by addressing the potential drawbacks of the fast-paced nature of MUN sessions, which had not been significantly discussed in the prior research. By bringing attention to the necessity for reflection time in critical thinking, this study raises awareness about the possible limitations and paves the way for future research to develop modified SBL approaches that account for reflection. This aspect of critically evaluating not just the positives but also the potential caveats of SBL within an MUN framework is a fresh contribution to the academic conversation.

By building on existing knowledge and offering fresh insights and critiques, this research carves out its niche in the academic landscape. The targeted focus on the MUN framework, the comprehensive assessment of critical thinking facets, and the examination of the limitations related to pacing in MUN sessions, collectively contribute to the novelty of this study. This serves as an impetus for further investigation and refinement of SBL practices in educational settings.

Real-time feedback, according to instructors, can also aid in reducing recency bias, supporting this finding. This issue was brought up in response to the observation that students tended to concentrate more on recent occurrences than on the knowledge they had gained throughout the course’s duration. The examination of students’ performance trends and their feedback confirmed this conclusion made by the teachers. The SBL group mentioned peer recognition as a crucial element. Peer recognition, in their opinion, helped students stay motivated to complete course objectives by serving as a reminder of their individual academic aspirations. Improved participation and engagement seen in the SBL group served as additional confirmation of this.

According to the data gathered, it was discovered that students first expressed concerns about their capacity for oral and written argumentation. However, after receiving encouraging interventions, these students showed a noticeably greater boost in self-assurance when taking part in Model United Nations (MUN) activities. Additionally, student engagement significantly increased when role-playing was incorporated into active learning models in global organizations. Students were able to complete tasks that mirrored real-life professional scenarios thanks to simulations that were content-focused and in line with learning objectives. The actual data in this study confirmed that Model of United Nations (MUN) experience improved students’ comprehension of the course’s academic goals. It also clarified how tested abilities helped achieve these objectives, particularly in simulations that faithfully replicated actual diplomatic and negotiating procedures.

Based on the data gathered, the study concluded that taking part in the Model of United Nations (MUN) was associated with improved student performance and a thorough understanding of the learning objectives. This is in line with our original theory, which aimed to find out how the Model of United Nations (MUN) affected student performance and comprehension. The Model of United Nations (MUN) experience was found to enhance critical thinking and inspire participants to investigate various points of view, which is another way that our research results supported Brookfield’s notion that both cognitive and emotional factors are essential for critical thinking processes.

Additionally, it was found that the Simulation-Based Learning (SBL) technique, when combined with role-playing exercises, helps students grasp the subtleties of global politics and diplomacy. For instance, a member of the Simulation-Based Learning (SBL) group emphasized how understanding the reasoning behind leadership views was improved by referring to the acts of other delegates and the nations they represented.

Individuals representing nations with significant clout played a dominant role in the simulation’s political discussions. An analysis of the data gathered from novice delegates participating in the simulation highlighted that these individuals compensated for the absence of direct interaction with instructors by emulating and observing their more experienced counterparts. Through this approach, they were able to cultivate appropriate behavior patterns, acquaint themselves with protocol procedures, and adopt diplomatic language. This finding aligns with Bandura’s Social Learning Theory, which posits that learning occurs through observing the behaviors of others and emulating those actions (Bandura, 1977). Notably, the study’s outcomes are congruent with the central tenets of Bandura’s Social Learning Theory, particularly concerning the reception of stimuli and preference for imitation (Bandura, 1986).

In this study, Bandura’s Social Learning Theory was applied to a Model United Nations (MUN) simulation to assess its efficacy. A limited number of in-person tutoring sessions and certain professors’ lack of expertise with virtual tutoring techniques were two drawbacks that came up during the study. These restrictions highlight the need to evaluate how well in-person mentor meetings satisfy the needs of students and, if extra student support is needed, to investigate alternate teaching methods. Data from the focus group also showed that many of the students taking part in the simulations prioritized getting their position papers accepted inside the Model of United Nations (MUN) above adopting a critical viewpoint on the agendas they were representing. This recommends that more time should be spent training in oral argumentation while learning about formal procedures. Overall, the study’s findings show that Bandura’s Social Learning Theory was successfully applied in the Model of United Nations (MUN) simulation. However, more tests and evaluations are required to evaluate whether its application properly satisfied the course’s objectives.

A striking aspect of this study is how it sheds light on the adaptive learning strategies employed by novice delegates within the MUN simulation. While it is known that learners can adopt behaviors by observing peers, this study specifically illustrated how novices in a high-stake simulated environment compensate for the lack of direct interaction with instructors by keenly observing and emulating experienced peers. This adaptation was not just in the form of mimicking actions but was observed to be a more profound learning encompassing the adoption of diplomatic language and understanding protocols.

Previous studies might have demonstrated the application of Social Learning Theory in various settings, but this research extends our understanding by focusing on a Model United Nations simulation, which is a highly structured and politically charged environment. It uncovers how in an environment where nations with significant influence dominate discussions, the learners still find innovative means of learning. Furthermore, the study’s findings on students prioritizing position papers over critical analysis of agendas is an intriguing observation. This suggests a possible trade-off and brings up an important aspect of learning priorities and how the structure of educational simulations might inadvertently emphasize one learning aspect over another. In essence, this study adds new dimensions to our understanding of the application of Bandura’s Social Learning Theory. It’s not just the application of the theory that is significant, but the context in which it is applied—a simulation representing a complex political scenario.

According to the study’s findings, it was successful to simulate a Model United Nations (MUN) event using ideas from Bandura’s Social Learning Theory, specifically stimulus receipt and imitation choice, as well as Brookfield’s claim that social contexts can enhance team performance. The study demonstrates that students representing influential countries were able to acquire appropriate forms of conduct, protocol procedures, and diplomatic language by observing and mimicking the actions of more experienced delegates. This approach aligns with Bandura’s Social Learning Theory, which posits that individuals learn by observing and imitating the behavior of others. Furthermore, the study supports Brookfield’s idea that social settings can enhance team performance, as the group’s decision-making processes were improved through the use of this method. These findings indicate that the incorporation of Bandura’s Social Learning Theory and Brookfield’s idea of social settings can enhance team performance can be an effective teaching method in undergraduate courses and should be considered as a viable alternative approach in the future.

6. Conclusions

The study’s conclusions suggest that additional research across various geographical areas should be done to see how well the Simulation Based Learning (SBL) strategy works to improve critical thinking and academic performance. A more fruitful learning experience was discovered to arise from the Simulation-Based Learning (SBL) method’s ability to prompt students to examine the applicability of International Relations (IR) theories and the educational setting in which delegations achieve political objectives. As described in the Method and Discussions portion of the study, the Simulation-Based Learning (SBL) approach is essential for developing particular abilities as well as relating these skills to the completion of the academic course for both groups. The perspectives of students provide insight into how non-traditional teaching methods contribute to active learning and promote an inquiry-based mindset that cannot be achieved through traditional teaching approaches. However, due to limited resources, it remains uncertain whether SBL is effective in increasing critical thinking abilities in all circumstances, as this was only assessed in the current research.

Due to a lack of case studies that take into account the unique demands of different student groups, it is still unclear how well the simulation-based learning (SBL) technique performs when applied to the Colombian Caribbean coast in other subject areas. While the SBL approach’s primary goal is to develop certain skills, it can fall short of achieving all of a bachelor’s degree program’s goals. According to the existing literature, there is currently a lack of resources to determine the efficacy of SBL in improving critical thinking skills in a variety of circumstances. Future studies that want to assess the method’s applicability in various contexts can use a design based on the Brookfield and Bandura approaches outlined in this study.

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

Financial support for this study was provided by Education For All Online under grant: 2023-02-5. The funding agreement ensured the authors’ independence in designing the study, interpreting the data, writing, and publishing the report.

Notes on contributors

Heidy Rico

Heidy Rico is a researcher at Corporacion Universitaria Minuto de Dios (UNIMINUTO), located in Barranquilla, Colombia. Her research focus is on the connections between academic preparation and the adaptation to working life of students studying financial and administrative engineering. She approaches this topic from a multidisciplinary perspective, drawing on a range of academic disciplines such as education, sociology, psychology, and business to gain a comprehensive understanding of the subject. She is particularly interested in understanding the factors that affect students’ transition from academic study to professional life, and how institutions of higher education can best support this process.

Mario Alberto de la Puente Pacheco

Mario Alberto de la Puente Pacheco has researched the effects of simulation-based courses on the development of transversal skills. He has focused on understanding how these courses can help students learn and develop skills that are applicable across a variety of fields and contexts. Through his research, Professor de la Puente has found that simulation-based courses are effective in helping students develop important competencies such as problem-solving, critical thinking, and communication skills. Additionally, he has discovered that these courses can also improve students’ ability to work collaboratively and adapt to new situations. Overall, Professor de la Puente’s work has shown that simulation-based courses are a valuable tool for teaching students the skills they need to be successful in today’s rapidly changing world.

Adrian Pabon

Adrian Pabon represented Colombia in Japan on issues related to science and robotics in 2018. In 2022 he was nominated as the researcher of the year by the Department of Electrical Engineering at Universidad Del Norte. He has investigated the associations between engineering education and the development of transversal skills.

Ivan Portnoy

Ivan Portnoy has a PhD in mechanical engineer with research experience and training in dynamic systems modelling, machine learning, statistics, and bioinformatics, with scientific programming skills in R and MATLAB.