Mental simulation training increased children's reading motivation in both grades, while control-group motivation showed no significant change¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i3large
Currency · newest study 2017 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i3 A significant training group × time interaction on reading motivation (ηp² = 0.14) reflects increased enjoyment of reading comprehension after the mental simulation training in Grades 3 and 4. → Björn B. de Koning 2017
Evidence¶
Björn B. de Koning 2017¶
Björn B. de Koning, Lisanne T. Bos, Stephanie I. Wassenburg & Menno van der Schoot. (2017). Effects of a Reading Strategy Training Aimed at Improving Mental Simulation in Primary School Children. Educational Psychology Review, 29, 869–889. https://doi.org/10.1007/s10648-016-9380-4
q2 · i3 · causal · r2
Reading motivation was measured with a one-item 4-point Likert scale before and after training. The ANOVA showed "a significant training group × time interaction" with F(1,94) = 15.46, p < 0.001, ηp² = 0.14; the training group's time effect was significant (F(1,45) = 36.04, ηp² = 0.43) but the control group's was not (F(1,47) = 0.02, p = 0.89).
"An ANOV A (with the above factors) on the motivation data confirms this in a significant training group × time interaction ( F(1,94) = 15.46, p < 0.001, ηp 2 = 0.14)"
Discussion¶
Learner Variables¶
- Motivation — outcome: instruction changes it
Related Claims¶
- In Grade 4, reading comprehension gains were statistically comparable between the mental simulation training group and the control training group — related
- Mental simulation training improved general reading comprehension in Grade 3, with a significant training group × time interaction varying by grade — related
- Immersive VR simulation increased self-efficacy and intrinsic motivation more than a conventional safety manual in laboratory safety training — related
- Immersion in virtual reality adds extraneous load yet can boost transfer, enjoyment, and motivation while leaving retention unaffected — related
- In a randomised experiment, AI access raised students' enjoyment of learning (p = 0.063) with no statistically detectable effect on self-assessed knowledge or felt effectiveness — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mental-simulation-training-raises-reading-motivation |
title |
Mental simulation training increased children's reading motivation in both grades, while control-group motivation showed no significant change |
description |
Mental simulation training increased children's reading motivation in both grades, while control-group motivation showed no significant change |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
source_checked |
2026-10-22 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — björn-b-de-koning-2017 |
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