Raven's and MicroDYN jointly explain 22% of variance in the stealth assessment estimate, with MicroDYN adding 5.7% unique variance beyond Raven's¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: tool and model accuracy changes quickly
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.
q3 i? In a multiple regression with Raven's entered first and MicroDYN second, R2 = 0.22; MicroDYN explained an additional 5.7% unique variance (p = 0.08). → Shute 2016
Evidence¶
Shute 2016¶
Shute, V. J., Wang, L., Greiff, S., Zhao, W., & Moore, G. (2016). Measuring problem solving skills via stealth assessment in an engaging video game. Computers in Human Behavior, 63, 106-117. https://doi.org/10.1016/j.chb.2016.05.047
q3 · i? · associational · r2
Multiple regression analysis from the validation study with Raven's entered first and MicroDYN second. The article reports R2 = 0.22, Raven's b = 0.25 (p = 0.11), MicroDYN b = 0.28 (p = 0.08), and that MicroDYN "explained an additional 5.7%" unique variance beyond Raven's.
"Results showed that, with both variables in the equation, R2 ¼ 0.22. Most of the problem solving variance was explained by MicroDYN (i.e., Raven 's b ¼ 0.25; p ¼ 0.1 1; MicroDYN b ¼ 0.28, p ¼ 0.08)."
Discussion¶
Related Claims¶
- MicroDYN is a stronger predictor of the in-game problem solving estimates than Raven's, with the rule-application facet more relevant than rule acquisition — related
- Stealth assessment estimates of problem solving in Use Your Brainz correlate significantly with external measures (Raven's and MicroDYN) in middle-school students — related
- Adding MicroDYN rule application significantly improves prediction of overall problem solving, planning, tool usage, and evaluating progress, but not analyzing givens — related
- Students with higher general cognitive ability are more efficient in equation rearrangement — related
- Stealth assessment facets show good internal consistency (Cronbach's alpha = 0.76) while MicroDYN reliabilities were low in this middle-school sample — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
regression-ravens-microdyn-unique-variance |
title |
Raven's and MicroDYN jointly explain 22% of variance in the stealth assessment estimate, with MicroDYN adding 5.7% unique variance beyond Raven's |
description |
Raven's and MicroDYN jointly explain 22% of variance in the stealth assessment estimate, with MicroDYN adding 5.7% unique variance beyond Raven's |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
recheck_by |
2019 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — shute-2016 |
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