the effectiveness of educational innovations and practices
student and teacher engagement with educational technologies
patterns of EdTech usage through digital traces
international think tanks and scholars in the evaluation of educational innovations
Topic Map of Our Studies
What impact do educational technologies have on students’ academic performance, their cognitive and non-cognitive skills, and teachers’ effectiveness and well-being?
EdTech implementation in schools
Who uses educational technologies in the educational process and how are they used?
Engagement tools for online learning
Which aspects of educational products foster academic achievement and which are detrimental to student success?
Areas of Expertise
administrations, businesses, schools and other organisations on the impact of educational innovations and practices
the effectiveness of various aspects of online courses on engagement, motivation, and academic achievement
end-to-end research into primary and middle school education, as well as online learning for adults
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.
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
Involvement in Educational Programmes
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)
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
This programme is aimed at developing assessment instruments that take into account individual personality features.
2 years, Full-time programme
We conduct practical and fundamental research into education based on an interdisciplinary approach.
Международная лаборатория оценки практик и инноваций в образовании: Старший научный сотрудник
Impact evaluation, implementation of digital technology in schools, online learning
Impact evaluation educational reforms, machine learning
Social-emotional skills and EdTech, student engagement
Impact evaluation, technological stress, academic achievement
Call for Collaboration!
February 01, 2021
Studying in spite of Closed Borders
January 21, 2021
26 Jun 30 Jun
International Summer School “Research in Online Education”
Applications are accepted until April 15, 2023
Higher Education in Federal Countries: A Comparative Study
Higher Education in Federal Countries: A Comparative Study is a unique study of higher education in nine federal countries—the United States, Canada, Australia, Germany, Mexico, Brazil, Russia, China and India. In this book, leading international scholars discuss the role of federalism and how it shapes higher education in major nation-state actors on the world stage. The editors develop an overarching comparative analysis of the dynamics of central and regional power in higher education, and the national case studies explain how each federal and federal-like higher education system has evolved and how it functions in what are highly varied contexts.
The book makes a major contribution to higher education studies and defines a new field of comparative analysis. It also provides important insights into comparative governance and the study of federalism and federal arrangements, with their particular historical, political, legal and economic dimensions.
L.: Sage, 2018.
Diminishing Marginal Returns to Computer-Assisted Learning
The previous expansion of EdTech as a substitute for traditional learning around the world, the recent full-scale substitution due to COVID-19, and potential future shifts to blended approaches suggest that it is imperative to understand input substitutability between in-person and online learning. We explore input substitutability in education by employing a novel randomized controlled trial that varies dosage of computer-assisted learning (CAL) as a substitute for traditional learning through homework. Moving from zero to a low level of CAL, we find positive substitutability of CAL for traditional learning. Moving from a lower to a higher level of CAL, substitutability changes and is either neutral or even negative. The estimates suggest that a blended approach of CAL and traditional learning is optimal. The findings have direct implications for the rapidly expanding use of educational technology worldwide prior to, during, and after the pandemic.
Journal of Policy Analysis and Management. 2022.
Will digital platforms help to bridge the gender gap in educational achievement by fostering a growth mindset?
In bk.: 15th International Technology, Education and Development Conference: Online Conference. 8-9 March, 2021. Valencia: IATED Academy, 2021. P. 5363-5368.
The Precision of Symbolic Numerical Representation in Verbal Format Has an Indirect Effect on Math Performance in First GradeNumerical 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.