Post-implementation teacher survey rated text clarity, labeling and visual components positively while flagging navigation consistency, missing warnings, hidden supplementary information, and unclear input fields¶
Claim · All claims
Evidence · 1 study (2 entries) · designr3·q2
Currency · newest study 2026 · 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.
q2 i? Teachers agreed that labels and headings were clear and most visual components performed as expected. → Zeynab (Artemis) Mohseni 2026
q2 i? A significant proportion of teachers were dissatisfied with the lack of clear warnings before irreversible actions, and several questions drew neutral or don't-know answers. → Zeynab (Artemis) Mohseni 2026 (2)
Evidence¶
Zeynab (Artemis) Mohseni 2026¶
Zeynab (Artemis) Mohseni, Italo Masiello. (2026). Co-designing, developing, and implementing multiple learning analytics dashboards for data-driven decision-making in education: a design-based research approach. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10577-9
q2 · i? · design · r3
In the August 2024 workshop, 18 of 25 teachers completed a 32-question Swedish Likert survey; strengths included text clarity (Q26, Q27, Q31, Q32) and that "labels and headings are clear (Q16)" with most visual components performing as expected.
"Respondents agree that labels and headings are clear (Q16) and that most visual components perform as expected (Q11, Q13). This indicates that teachers generally find the layout and information structure to be intuitive and easy to follow."
Zeynab (Artemis) Mohseni 2026 (2)¶
Zeynab (Artemis) Mohseni, Italo Masiello. (2026). Co-designing, developing, and implementing multiple learning analytics dashboards for data-driven decision-making in education: a design-based research approach. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10577-9
q2 · i? · design · r3
The same survey's areas for improvement included navigation and consistency (Q9, Q15, Q17, Q18), dissatisfaction with "the lack of clear warnings before performing irreversible actions (Q20)", hard-to-locate extra info (Q28, Q29), and unclear input fields (Q22); Q10, Q12 and Q23 drew neutral or don't-know answers.
"A significant proportion of teachers expressed dissatis- faction with the lack of clear warnings before performing irreversible actions (Q20)."
Discussion¶
Related Claims¶
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-survey-usability-strengths-and-gaps |
title |
Post-implementation teacher survey rated text clarity, labeling and visual components positively while flagging navigation consistency, missing warnings, hidden supplementary information, and unclear input fields |
description |
Post-implementation teacher survey rated text clarity, labeling and visual components positively while flagging navigation consistency, missing warnings, hidden supplementary information, and unclear input fields |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — zeynab-artemis-mohseni-2026, zeynab-artemis-mohseni-2026-2 |
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