Bryan Matlen is a Senior Research Associate on WestEd’s Learning and Technology team. Matlen explores how strategies based on cognitive science can be applied to support learning and inform instructional decision-making.
He serves as principal investigator of a project funded by the Institute of Education Sciences, Exploring the Spatial Alignment Hypothesis in STEM Disciplines, which investigates optimal ways in which to design STEM visuals; and co-principal investigator of An Instructional Complexity Approach to the Science of Learning by Analogy, a project funded by the National Science Foundation to explore how analogical principles interact to support learning in mathematics classrooms
In addition, Matlen is a senior methodologist for several large-scale efficacy studies at WestEd and leads both formative and summative evaluations of educational technology products. His work is extensively published in cognitive science and educational journals and publications, including in Human Perception and Performance, The Journal of Experimental Education, American Journal of Evaluation, Cambridge University Handbook on Cognition and Education, and Instructional Science.
Matlen completed an undergraduate degree from the University of California, Davis, a doctorate from Carnegie Mellon University, and a postdoctoral fellowship at Northwestern University.