War video games have become popular digital entertainment platforms among young people. This research aims to determine the level of agreement among a sample of university students (N = 144) regarding the opportunities that these ludic artifacts offer to activate the intrinsic dimensions of critical thinking towards war. The methodology employed is quantitative, representing an empirical, non-experimental, descriptive, exploratory, and correlational study. A validated instrument (α = 0.887) was utilized to gather their opinions as players. The results highlight that university students believe that these games contribute to stimulating the cognitive dimension of critical thinking towards war by providing information about relevant historical events. They also indicate that these video games stimulate the personal-attitudinal dimension to a lesser extent by portraying the cruelty of war. The ethical dimension is barely promoted, as war is considered a business and violence is glorified, while the logical dimension is enhanced by presenting war as necessary to achieve peace and making its causes visible. The argumentative dimension is also activated as these games reflect the ideological discourse inherent in wars. Finally, in the opinion of university students, these video games can encourage critical thinking towards war if they are considered more than just a game.