International Laboratory of Research and Design in elearning

 

Promoting an evidence-based approach to the use of EdTech in education and researching the digital divide

 



EVALUATE

the effectiveness of educational innovations and practices

RESEARCH

student and teacher engagement with educational technologies

STUDY

patterns of EdTech usage through digital traces

ENGAGE

international think tanks and scholars in the evaluation of educational innovations

Topic Map of Our Studies




Areas of Expertise

  • WE CONSULT

    business companies, schools, and organizations on issues

  • WE EVALUATE

    the effectiveness of educational interventions on the learning experience of students on online platforms

  • WE CONDUCT

    full-cycle research: goal setting, design, measurement instrument development, data collection and processing 

    Find more about our lab in the presentation

Research Projects

Implementation, Usage and Perception of Digital Technologies in Schools

We analysed the dynamics of digital inequality in Russia during educational reforms aimed to improve the quality and equity of education system, as well as during the COVID-19 pandemic-related transition to distance learning. We studied teacher practices related to the use of digital technologies, and looked into the relationships between these practices and the characteristics of teachers and schools. Finally, we made an assessment of teacher burnout and teachers’ technology-related stress during and after the COVID-19 pandemic. 

The Case of New Moscow: A Natural Experiment

We assessed the effect of the ‘Stolichnoye obrazovanie’ (‘Education in the capital) programme on ‘New Moscow’ students’ academic achievement and their access to educational resources. We also performed an analysis of the collateral factors affecting academic achievement and the scope of resources (inputs and infrastructure) available to schools. As a result, we proposed recommendations aimed at reducing educational inequality in Russia.

Factors and Barriers of Digital Technology Use in Schools

In this project, we studied the factors that determine how primary school teachers react to the implementation of digital technologies in schools and how they actually use them. We investigated the relationships between teachers’ behaviours towards the use of digital technologies and their characteristics, and complemented this analysis with a study of the effects of school environments on teachers’ use of such technologies. We also identified the mechanisms and factors behind the teachers’ behaviours.

Commercial Projects

Measuring Student Engagement on Digital Educational Platforms

Together with the educational platform Uchi.ru, we conducted a comprehensive study of approaches to the assessment and measurement of student engagement with digital educational platforms for children. We developed an experimental design (RCT) which can be used to assess the effectiveness of various mechanics for student engagement.

Collaborate with us

lepa@hse.ru

akapuza@hse.ru

Involvement in Educational Programmes

Evidence-based Education Development / Data Analysis in Education)

In this programme, students learn how to develop informed solutions related to educational policy, business, and science based on data and the latest theories. Students gain an understanding of the economics of educational products and management principles.

2 years, Full-time programme (in Russian)

More details

EdTech Practices

In this course, students are introduced to the practical aspects of EdTech research and the foundations of online educational experiences.

Elective course for HSE students

More details

Science of Learning and Assessment / Quasi-Experimental Research in Education

This programme is aimed at developing assessment instruments that take into account individual personality features.

2 years, Full-time programme

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Graduate School of Education / Methods of experimental studies in education

We conduct practical and fundamental research into education based on an interdisciplinary approach.

More details

Our Team

Laboratory Head

Evgeniy Terentev

International Laboratory of Research and Design In E-learning: Senior Researcher

Research Staff

Anastasia Kapuza

Self-regulated learning, methodology for analysing and using digital traces

Kseniya Adamovich

Using AI and ML-based tools in education research, learning patterns in online environments

Jamie Costley

Instructional design in online environments, collaborative learning

Anna Gorbunova

Instructional design, cognitive load, problem-oriented learning

Galina Shulgina

Computer-supported collaborative learning, providing feedback in online learning

Aleksandra Getman

Engagement, learning analytics, instructional design in online learning

Maxim Boitcov

Self-regulated learning, methodology for analysing and using digital traces

Han Zhang

Computer-supported collaborative learning, providing feedback in online learning

Anastasiia Guliaeva

Learning engagement, DGBL

Publications

  • Book

    Terentev E., Froumin I.

    Open praxis "The Manifesto for Teaching and Learning in a Time of Generative AI: A Critical Collective Stance to Better Navigate the Future"

    This manifesto critically examines the unfolding integration of Generative AI (GenAI), chatbots, and algorithms into higher education, using a collective and thoughtful approach to navigate the future of teaching and learning. GenAI, while celebrated for its potential to personalize learning, enhance efficiency, and expand educational accessibility, is far from a neutral tool. Algorithms now shape human interaction, communication, and content creation, raising profound questions about human agency and biases and values embedded in their designs. As GenAI continues to evolve, we face critical challenges in maintaining human oversight, safeguarding equity, and facilitating meaningful, authentic learning experiences. This manifesto emphasizes that GenAI is not ideologically and culturally neutral. Instead, it reflects worldviews that can reinforce existing biases and marginalize diverse voices. Furthermore, as the use of GenAI reshapes education, it risks eroding essential human elements—creativity, critical thinking, and empathy—and could displace meaningful human interactions with algorithmic solutions. This manifesto calls for robust, evidence-based research and conscious decision-making to ensure that GenAI enhances, rather than diminishes, human agency and ethical responsibility in education.

    Vol. 16. Iss. 4. International Council for Open and Distance Education, 2024.

  • Exploring the use of generative artificial intelligence by university students: a systematic literature review

    Problem statement. Artificial intelligence (AI) has become a transformative force across various sectors, including education. The release of ChatGPT marked a pivotal shift in the educational landscape, accompanied by rapid proliferation of other generative AI (Gen-AI). Gen-AI tools have quickly become one of the most prevalent forms of AI in higher education. This research focus highlights a need for a comprehensive examination of Gen-AI’s use. Addressing this gap is essential to developing a holistic understanding of Gen-AI’s role in higher education, particularly from the student perspective. Given the rapid evolution of Gen-AI technology along with its rapidly growing and often uncontrolled adoption among students, a systematic literature review is necessary to synthesise current knowledge. Methodology. This study conducted a tertiary review utilising a systematic approach outlined in the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, focusing on three key steps: search strategy and study selection, data analysis, and synthesis of findings. Data for this study was sourced from two databases: Google Scholar and Lens. These databases were chosen for their extensive coverage and accessibility, ensuring a comprehensive collection of relevant literature on AI use in higher education. The data was approached qualitatively: apriori and aposteriori codes were applied to the papers retrieved from Google Scholar. For a deeper analysis of the selected papers, we conducted a thematic analysis to identify recurring themes and patterns. Results. From the initial screening of 620 papers, 42 were selected for the final sample based on the predefined inclusion and exclusion criteria. The main uses of Gen-AI as identified in the analysed papers are summarised in the table. Conclusion. The variance in how AI is used among students –depending on their competence levels – highlights an essential consideration for educators: AI can potentially widen the gap between more and less competent learners. This observation calls for a pedagogical balance where AI supports learning without diminishing the educational rigour necessary for critical thinking and problem-solving skills.

    RUDN Journal of Informatization in Education. 2025. Vol. 22. No. 1. P. 37-57.

  • Book chapter

    Maloshonok N., Zhuchkova S., Bekova S. et al.

    The quality of admissions to Russian doctoral programmes during the COVID-19 pandemic

    Previous studies have shown that the COVID-19 pandemic had a negative impact on higher education systems and student learning globally. However, despite this, many countries experienced an increase in doctoral enrolment in 2020, which has raised concerns about the quality of admission and the motivation of doctoral candidates during the pandemic. This article aims to explore this context by delving into statistics about Russian doctoral programmes, which saw a decline in enrolment from 2010 to 2019. We use data from a web survey of 1,895 students enrolled in doctoral programmes at Russian universities in 2020. The results suggest that the increase in enrolment came in tandem with a decrease in the quality of doctoral admission. More students with non-academic motivation and a lack of academic skills and attainment were admitted. This situation is likely to prompt completion rates to lower over the course of the next three to five years.

    In bk.: Global Perspectives on Graduate and Doctoral Education: International Case Studies. L.: Routledge, 2025. P. 103-112.

  • Working paper

    Larina G., Kuzmina Y., Georgijs K.

    The Precision of Symbolic Numerical Representation in Verbal Format Has an Indirect Effect on Math Performance in First Grade

    Numerical information can be represented in three formats: two symbolic (visual (digits) and verbal (number words)) and one nonsymbolic (analog) format. Studies have shown that the precision of symbolic numerical representation is associated with math performance. The precision of symbolic representation is mostly discussed as the precision of representation in a visual format, whereas the precision of representation in verbal format and its relation with math performance is less studied. The current study examines the precision of symbolic numerical representation in visual and verbal formats and the relationship between such precision and math performance when controlling for prior math performance, nonsymbolic numerical representation, phonological processing, reading skills and working memory. We used data from 367 Russian first graders (mean age, 7.6 years; 53% girls). To assess the precision of symbolic numerical representation, magnitude comparison tasks with digits and number words were used. It was found that the precision of symbolic representation in verbal format did not have a direct effect on math performance, but has an indirect effect via visual format of symbolic representation, even when controlling for prior math performance and other cognitive abilities.

    PSYCHOLOGY. WP BRP. Издательский дом НИУ ВШЭ, 2020. No. 120.

All publications