Number-only displays maximized parents' understanding while graphs maximized satisfaction at the expense of understanding¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2020 · not yet checked against its sources · 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.
q3 i? Representing data using only numbers maximized understanding, whereas adding graphs maximized satisfaction at the expense of understanding. → Steven Glazerman 2020
Evidence¶
Steven Glazerman 2020¶
Steven Glazerman, Ira Nichols-Barrer, Jon Valant, Jesse Chandler, Alyson Burnett. (2020). The Choice Architecture of School Choice Websites. Journal of Research on Educational Effectiveness, vol. 13, issue 2. https://www.mathematica.org/publications/the-choice-architecture-of-school-choice-websites
q3 · i? · causal · r?
The article reports a trade-off between outcome measures in the experiment: "representing data using only numbers maximized understanding, but adding graphs maximized satisfaction at the expense of understanding." No effect sizes are printed.
"For example, representing data using only numbers maximized understanding, but adding graphs maximized satisfaction at the expense of understanding."
Discussion¶
Related Claims¶
- Display design affected parents' understanding of school information and their self-reported satisfaction and ease of use — a broader claim this one bears on
- Displaying data with icons or concise summaries led parents to choose schools with higher academic performance than graphs, numbers, or detailed displays — related
- Reporting the number of points possible for each metric led to better understanding of how the STAR score is calculated — related
- How school information is presented can affect how parents rank their school choices — related
- Five school-information design factors each showed impacts on parents' knowledge, attitudes, or choice behavior — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
numbers-understanding-graphs-satisfaction-tradeoff |
title |
Number-only displays maximized parents' understanding while graphs maximized satisfaction at the expense of understanding |
description |
Number-only displays maximized parents' understanding while graphs maximized satisfaction at the expense of understanding |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — steven-glazerman-2020 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.