Impact of the Use of the Video Game SimCity on the Development of Critical Thinking in Students: A Quantitative Experimental Approach

Abstract

The objective of the research is to determine to what extent the SimCity video game allows the development of critical thinking in the teaching-learning processes of students. The methodology applied consisted of research with a quantitative approach of experimental type, working with a sample of 25 students selected through a simple random sampling of a population of 100 students, 10 sessions were developed using the SimCity video game, a pretest, and posttest of skills and abilities required to develop critical thinking of Watson Glaser were applied, whose dimensions measured were: Inferences, assumptions, deductive reasoning, logical interpretation and evaluation of arguments. The results show that with adequate stimulation through the use of the SimCity video game, critical thinking can have a moderate but effective development in the students, from the comparison of the data obtained in the pretest and posttest, significant progress in terms of scores is observed; Likewise, the effectiveness of the use of the SimCity video game is reflected a greater extent in inferences and evaluations of arguments, since during the posttest evaluations greater progress was observed in comparison to other skills; while the interpretation of information obtained less progress in comparison to the other skills, the use of skills such as deductive reasoning, inferences and evaluation of arguments were moderately developed. In conclusion, the use of the SimCity video game allows the development of skills and abilities to develop critical thinking according to various factors, such as how it is incorporated into the curriculum, the orientation and guidance of teachers, and how reflection and analysis is carried out after the game experience.