The Effects of Educational Mobile Games on improving Critical Thinking Skills in Preschool Children

Abstract

The aim was to Improve critical thinking skills in preschool children in Saudi Arabia through the use of educational mobile games. To study whether the data of the experimental group and the control group are significantly different in the pretest and post-test mean of interpretation, explanation, evaluation, inference, analysis, and self-regulation. The research for this situation uses an independent sample T-test and an independent sample. The study was conducted with 60 students aged 4-6 attending a public school in Majmaaha city. 30 students were included in the experimental group from among the 60 students (30+30) in the two classes using simple random sampling, ensuring an equal chance of selection for each child. Findings revealed that including educational games in the teaching process, in addition to the teaching activities required by the current preschool education program, improves critical thinking skills. A significant difference was found in favor of the experimental group in the sub-dimensions of critical thinking, namely explanation, interpretation, inference, analysis, and selfregulation skills.