Teachers prioritized interface features over metacognitive indicators, with a quick overview of student status rated highest (TS 0.90, DS -0.61)¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2–r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the KANO questionnaire, offering a quick overview of student status was the most crucial interface feature (TS 0.90, DS -0.61), and teachers showed a stronger inclination toward interface features than toward metacognitive indicators. → Susan Verbunt-Janssen 2026

Evidence¶

Susan Verbunt-Janssen 2026¶

Susan Verbunt-Janssen, Carolien A. N. Knoop-van Campen, Martine Baars, Inge Molenaar. (2026). Teacher dashboard design for self-regulated learning: a participatory approach. Educational technology research and development. https://doi.org/10.1007/s11423-026-10632-z

q2 · i? · design · r2

KANO questionnaire analysis of 45 teachers: 12 of 18 interface items were Indifferent; the remaining six, including saving settings, progress per lesson and by domain, quick overview, and easy access with few clicks, were One-dimensional or Attractive.

"The highest satisfaction rate was ascribed to 'offering a quick overview of student status' (TS 0.90, DS -0.61), highlighting its significance as the most crucial interface feature according to teachers."

Susan Verbunt-Janssen 2026 (2)¶

Susan Verbunt-Janssen, Carolien A. N. Knoop-van Campen, Martine Baars, Inge Molenaar. (2026). Teacher dashboard design for self-regulated learning: a participatory approach. Educational technology research and development. https://doi.org/10.1007/s11423-026-10632-z

q2 · i? · design · r3

The authors' interpretation of the Round 2 KANO results, stated in the results discussion; it frames the design tension between theoretical richness and practical feasibility that shaped the prototype.

"Teachers exhibit a more pronounced inclination towards interface features, as the presence or absence of specific features demonstrates a greater impact on satisfaction compared to metacognitive indicators."

Discussion¶

Related Claims¶

• KANO questionnaire results show students' growth within a lesson was the highest-priority metacognitive indicator, while 15 of 17 indicators were categorized as Indifferent — related
• Teachers valued the ability to enable or disable pop-ups but did not endorse pop-ups for individual students as inherently necessary — related
• Teacher interviews identified five types of monitored information and, via the Kano method, four highest-priority dashboard indicators for CSCL monitoring — related