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Адамович Ксения Александровна

Институт образования

Профиль на hse.ru ↗ тел.: +7 (495) 772-95-90 | 22094
Публикаций
29
Языков
1
Наград
5
Конференций
7
Профиль Публикации (29) Курсы (7)

Профессиональные интересы

14.39.07 Образование и обучение в семье14.25.00 Общеобразовательная школа. Педагогика общеобразовательной школы14.15.15 Организация и управление в системе образования

Должности

  • Старший преподаватель — Институт образования, Департамент образовательных программ
  • Старший научный сотрудник — Институт образования, Международная лаборатория проектирования и исследований в онлайн-обучении

Био

  • · Начала работать в НИУ ВШЭ в 2015 году.
  • · Научно-педагогический стаж: 6 лет.

Образование

  • 2023 · Кандидат наук: Национальный исследовательский университет "Высшая школа экономики"
  • 2017 · Магистратура: Национальный исследовательский университет "Высшая школа экономики", специальность «Государственное и муниципальное управление», квалификация «Магистр»

Опыт работы

  • · 2015: Стажер-исследователь с года

Награды и поощрения

  • · Благодарность проректора НИУ ВШЭ (август 2021)
  • · Благодарность научного руководителя Института образования НИУ ВШЭ (декабрь 2020)
  • · Надбавка за академическую работу (2021–2022)
  • · Надбавка за публикацию в журнале из Списка B (2025–2026, 2024–2025)
  • · Победитель Конкурса лучших русскоязычных научных и научно-популярных работ работников НИУ ВШЭ – 2024

Гранты и проекты

  • — · С 8 по 10 июля в онлайн формате прошла совместная летняя школа Международной лаборатории оценки практик и инноваций в образовании и магистерской программы "Доказательное развитие образования".

Конференции (7)

Показать все
  • · 2022: The European Conference on Educational Research (ECER 2022) (Ереван). Доклад: The New Moscow Reform: How Capital Borders Expansion Affected Schools Infrastructure and Students Learning Outcomes
  • · 2022: The European Conference on Educational Research (ECER 2022) (Ереван). Доклад: Transfer to Digital Learning during COVID-19 and its Relationship with School and Teachers Characteristics: Case of Russian Regions
  • · 2021: ECER-2021 (Женева). Доклад: Spatial Dimension for Maximally and Effectively Maintained Inequality Theories: Evidence from Russian Regions
  • · 2021: 65th Annual Conference Comparative and International Education Society (CIES). Доклад: The Effects of High-Stakes Test Implementation Reform on School Students' Educational Track: Spatial Econometric Approach
  • · 2021: INTED2021. 15TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (on-line). Доклад: Digital gap between Russian schools and its consequences for students’ learning opportunities during Corona Crisis
  • · 2020: EDULEARN20. Доклад: SPATIAL DIFFERENCES IN ACCESS TO SCHOOL RESOURCES, EDUCATIONAL TRAJECTORIES, AND ACADEMIC RESULTS AFTER 9TH AND 11TH GRADES: MULTILEVEL ANALYSIS ON RUSSIAN DATA
  • · 2020: EDULEARN20. Доклад: Regional differences in students' reading, mathematics and science outcomes on PISA 2018 in Russia

Идентификаторы исследователя

Публикации (29)

Вовлеченность учащихся в изучение программирования: использование мобильных игр в дополнительном образовании

2026 в печати · ARTICLE · ru

В современных исследованиях вовлеченность учащихся в изучение предмета рассматривается в качестве неотъемлемой части обучения. Была показана положительная связь вовлеченности с рядом важных аспектов обучения, причем, как в офлайн, так и в онлайн-среде. Однако сохраняется лакуна, связанная с исследованием вовлеченности в условиях неформального обучения. В данной работе изучается вовлеченность подростков в изучение STEM и ее связь с контекстуальными факторами на примере дополнительных занятий в кружках и активности в мобильной игре, направленных на обучение навыкам программирования. Полученные результаты показывают, что вовлеченность учащихся в изучение STEM офлайн в формате дополнительного образования положительно коррелирует с онлайн-вовлеченностью, измеренной через активность в мобильной игре. При этом вовлеченность учащихся в мобильной игре показала значимую связь с поведенческим и эмоциональным компонентами, но не с когнитивным компонентом вовлеченности. Наконец, было выявлено, что восприятие предложенных заданий является значимым контекстуальным фактором для вовлеченности как в условиях кружков, так и в контексте мобильной игры. При этом, общение со сверстниками показало значимую связь с вовлеченностью в условиях кружков, но не в формате однопользовательской мобильной игры. Это демонстрирует перспективы создания новых, коллаборативных сценариев прохождения мобильных игр в сфере дополнительного образования. Данное исследование дополняет теоретическое понимание вовлеченности в контексте дополнительного образования. Настоящая работа особенно актуальна в свете текущих инициатив по привлечению детей и подростков к изучению STEM и росту их интереса к науке и технологиям. Полученные результаты могут способствовать разработке более эффективных стратегий и программ в области STEM образования.

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Behavior patterns characterize students’ choices and relate to cognitive load and performance in learner-controlled environments

2026 · ARTICLE · en

Asynchronous online learning environments offer flexibility for students to navigate learning at their own pace, resulting in diverse behavioral patterns that can significantly impact cognitive load and academic performance. However, limited research has explored how learner-controlled environments shape these patterns and their relationship to learning outcomes and levels of cognitive load. This study investigates behavioral patterns in an online asynchronous graduate law class (n = 90) at a large university, analyzing data from a learning management system to categorize students into clusters based on their interactions with instructional components (e.g., video lectures, video-based examples, and problem-solving tasks). Cluster analysis revealed three distinct patterns: balanced learners, who achieved the highest performance; practice-oriented learners, who exhibited lower intrinsic cognitive load; and classic learners, characterized by comparatively lower extraneous cognitive load. However, these differences in extraneous load were not statistically significant between clusters, suggesting that the additional cognitive demands of learner control may have imposed similar baseline levels of extraneous load regardless of behavior pattern. Contrary to expectations, learner behavior patterns extended beyond example-based and problem-solving-first approaches, highlighting greater variability in learner strategies. These findings underscore the importance of understanding instructional paths in learner-controlled environments and how behavioral patterns can interact with both cognitive load and learning outcomes.

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Точность учебных целей и академическая успешность: панельное исследование на онлайн-курсе

2026 · ARTICLE · ru

Постановка учебных целей является распространенной практикой в онлайн-обучении и рассматривается как один из факторов, способствующих учебной мотивации и успешности. Однако в существующих исследованиях нередко остаются вне внимания такие аспекты, как точность формулируемых целей и ее связь с предшествующим опытом обучающегося. В статье приводятся результаты исследования, направленного на установление характера взаимосвязи между точностью постановки обучающимися учебных целей и их академической успешностью, а также факторами, ассоциированными с формированием реалистичных или нереалистичных целей. Представлены панельные данные, собранные в рамках онлайн-курса (N = 426), где обучающимся предлагалось формулировать цели в виде ожидаемых баллов перед каждым тестом. Теоретической рамкой послужили теория постановки целей и теория калибровки, в анализе использовались панельные регрессионные модели со случайными эффектами и бинарная логистическая регрессия. Результаты показывают, что обучающиеся, формулирующие цели в балльной форме, в среднем демонстрируют более высокие тестовые результаты. Точность целей положительно связана с академической успешностью, тогда как переоценка — с ее снижением, а недооценка — с более высокими результатами. Выявлена также связь между точностью целеполагания и предшествующим опытом: более высокая учебная активность и уровень знаний по претесту ассоциированы с меньшей вероятностью переоценки. Сделаны выводы о необходимости учитывать точность целей в педагогическом дизайне и развитии учебной самостоятельности обучающихся.

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Perception of Massive Open Online Courses and Its Relationship With Students' Learning Strategies

2025 · ARTICLE · en

The aim of the present paper is to explore students' perceptions of MOOCs in relation to their learning strategies. Drawing upon cognitive appraisal theory and learning strategies framework, the study examines the perception of MOOCs as threats or challenges and assesses students' learning approaches through the prism of deep and surface learning strategies. Survey data from 389 students enrolled in a MOOC form the empirical basis of the study. Analysis revealed that cognitive appraisal of MOOCs as a challenge is strongly related to the adoption of deep learning strategies. Conversely, perceiving MOOCs as a threat is associated with the use of surface learning strategies, although such strategies display a weaker yet significant relationship with perceiving MOOCs as a challenge. The implications of this research shed light on enhancing the quality of learning experiences and implementing learning strategies in MOOCs. Implementing these strategies can contribute to the improvement of MOOC design and instructional practices, ultimately fostering positive learning outcomes for students.

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Analysing online peer editing behaviours and their relationship with students’ short-term and long-term writing improvement

2025 в печати · ARTICLE · en

This study examined the relationship between comments and track changes, as two different online peer editing behaviours mediated by Google Docs, and the improvement of learners’ academic writing quality in the short term and long term in the second language (L2) learning context. Participants were 239 graduate students taking scientific writing classes at a Korean university and were grouped into dyads to conduct online peer editing. Over the course of 16 wk, each student completed an individual writing pre-test, four writing assignments with initial drafts and final versions, and an individual writing post-test. Four different writing scores of each section of a scientific research manuscript were examined in the study. Overall, the results illustrate meaningful relationships between online peer editing behaviours and L2 learners’ individual writing. These results show that comments have a significantly positive relationship with student long-term writing performance, while track changes are positively associated with the quality of student short-term writing performance. This suggests that the effectiveness of online editing varies according to different peer editing behaviours. This study contributes to the expanding body of research on how online peer editing is related to student academic writing performance, and addresses a gap in existing research by demonstrating how long and short-term writing quality may be related to different peer editing behaviours.

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The Effects of School Consolidation on Student Academic Achievement in High-Resource Urban Schools

2025 · ARTICLE · en

School consolidation is often viewed as a strategy for improving educational quality while staying within budget constraints. This paper investigates the impact of school consolidation on student academic achievement in the context of high-resource urban schools, contributing to the ongoing discourse on the interaction between school size and students’ socioeconomic status (SES). Using a quasi-experimental approach, the study analyzes data from 6,473 Moscow schools and their consolidations between 2013 and 2019. The findings reveal a U-shaped relationship between school size and student performance on the Basic State Examination: the highest achievement is observed in both the smallest and largest schools. The overall effect of consolidation on exam performance is slightly negative, suggesting that further consolidation may not significantly benefit schools with already sufficient resources. The timing of consolidation is critical — earlier consolidations are associated with lower student achievement compared to those implemented later. A negative shock in academic performance is also observed in the year immediately following consolidation; however, no delayed positive effects are detected within the observation period. These results contribute to the policy debate on the effectiveness of school consolidation and highlight the importance of considering school size, SES, and implementation timing when assessing their influence on student outcomes. Further research is recommended to examine consolidation’s effects on elective subjects and to assess its long-term consequences.

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Computer-mediated collaborative writing and individual scientific writing proficiency

2025 · ARTICLE · en

Collaborative writing is a common practice in EFL classrooms and widely considered a beneficial instructional approach. However, there is a lack of research investigating whether collaborative writing affects students' subsequent individual writing proficiency. The present study investigates the effects of online collaborative writing on the individual writing performance of postgraduate students (n = 591) enrolled in a scientific writing course at a large Korean university. Over 10 weeks, students worked in small groups (3–5) to collaboratively complete four sections of an academic manuscript, followed by related individual writing tasks. The results showed a significant positive correlation between the students' collaborative and individual writing performance on a given manuscript section. However, only students' group scores for the Results section demonstrated a positive relationship with students’ individual post-test scores, and no such results for other sections were found. Thus, the organisation of collaborative writing assignments within an academic writing course may prove beneficial for students, facilitating the production of manuscript sections of better quality on an individual basis. The study shows that group writing improves subsequent performance on similar writing tasks; however, the longer-term effects on differing pieces of writing may vary depending on activity type.

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Does slow and steady win the race? The relationship between adult EFL learners’ time-related task strategies and achievement

2025 в печати · ARTICLE · en

Despite the known importance of out-of-class assignments in academic success, research on how adult students engage with tasks in online learning is limited. Students use various time-related engagement strategies, from completing assignments in advance to delaying them until the last minute. Research is unclear about what strategies are more beneficial in terms of academic achievement. In this study, we examine task engagement strategies of 70,527 learners and their relationship with academic achievement. We use LMS data from an online English language learning platform. We identified three distinct task engagement strategies, including ‘Last minute Larry’, ‘Slow and steady’, and ‘Early bird’ students. While ‘Early birds’ complete the most tasks, their academic achievement is comparable to ‘Last minute Larrys’. ‘Slow and steady’ students are the most academically successful. Our study contributes to the discussion on time-related task strategies, shedding light on the latent efficacy of the slow pace of task completion.

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Balancing autonomy and efficiency: how learner control shapes cognitive load and online learning outcomes

2025 · ARTICLE · en

This study examines the tradeoff between learner autonomy and efficiency in optimizingonline instructional design. While learner control is known to enhance personalizationand engagement, it may also increase cognitive demands and learning time,potentially compromising efficiency. To investigate this issue, we conducted anexperimental study comparing low and high levels of learner control across keydimensions: pace, place, content, and sequence. A total of 135 students participated,with one group following a fixed path (low learner control) and another navigating aflexible sequence (high learner control). Learning efficiency was assessed throughengaged time, self-reported cognitive load, and performance outcomes. The resultsshowed that the fixed path group achieved similar performance levels andexperienced similar cognitive load levels to the flexible sequence group, whilerequiring significantly less time. These findings suggest that while learner controloffers potential benefits, excessive autonomy may not lead to improved outcomes,moreover reduced learner control can lead to comparable performance and cognitiveload outcomes with lower time investment. This supports the design of moreefficient, less customizable online learning environments. This study contributes tothe ongoing discussion about the design of adaptive learning systems by highlightingtime as a critical component of instructional efficiency.

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Comment Type Matters: Analysing the Implementation of Summary, Problem/Solution, and Praise Comments in Peer Feedback

2025 в печати · ARTICLE · en

Prior research has suggested that the receipt of peer comments and their subsequent implementation may help to improve student’s writing performance. However, comments may vary in terms of content and subsequent effects of their implementation on writing quality. Currently, there is a lack of research investigating how comments providing praise, summary, and information about problems and solutions are related to the subsequent text revision and writing improvement. Therefore, this study examines the online peer feedback session of 187 students taking academic writing classes at a Korean university. It aims to investigate the relationship between the receipt of comments providing praise, summary, and information about problems and solutions, as well as their implementation and student writing performance. The results showed that there is no relationship between the number of received comments and student writing performance. However, the more comments students implemented, the lower their writing performance was. With regards to the type of comments, summary comments, and comments detecting problems and/or solutions were more likely to be implemented when compared with praise comments. The receipt of comments about problems and/or solutions had a significantly negative relationship with student writing performance, whereas their implementation was positively related to this variable.

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Курсы (7)