International Laboratory for Evaluation of Practices and Innovations in Education

 

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

More details

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 analyzing 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

Publications

  • Book

    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.

  • Using worked examples to support problem solving of legal cases in an inductive instructional sequence

    One way to reduce the cognitive load students feel during instruc-tion is to change the way content is delivered. This can be achieved by optimising the instructional sequence and providing sufficient instructional support during problem-solving. However, the litera-ture is unclear regarding whether an inductive or a deductive instructional sequence is best for processing information. Using an experimental research design, this study compares a problem solving-first inductive sequence to a more traditional direct instruc-tion-first deductive instructional sequence in legal sciences by introducing worked-examples in the process of legal case-solving. The participants were graduate legal students who were divided into two groups and given either an inductive or deductive instruc-tional sequence of activities. The results showed that participants in the problem-solving-first inductive sequence performed better in all three dimensions of legal evaluation. This study demonstrates the efficacy of a problem-solving-first inductive sequence on stu-dents’ ability to process legal cases.

    Innovations in Education and Teaching International. 2024.

  • Book chapter

    Gerasimova I., Ершова В. С.

    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.

  • 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