Hello there.

I'm Ben Motz.

About Me
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I study the relationships between cognitive theories of human learning, psychological theories of student engagement, and what goes on in college classes. I'm a Research Scientist in the Department of Psychological and Brain Sciences, and a Faculty Fellow for Academic Analytics in eDS in University Information Technology Services at Indiana University.

Background

Education

PhD, 2018

Cognitive Science Program, Indiana University

MS, 2005

Department of Cognitive Science, UC San Diego

BS, 2002

Cognitive Science Program, Indiana University

Professional Experience

Research Scientist

2018 - Present

Senior Lecturer

2008 - 2018

Department of Psychological and Brain Sciences

Indiana University
Bloomington, Indiana
 
 

Statistical Consultant

2006 - 2008

Analytics, Rapp Collins Worldwide

(currently RAPP)
El Segundo, California

Recent Papers

Eyink, J.*, Motz, B.*, Heltzel, G., & Liddell, T. (preprint). Self-regulated studying behavior, and the social norms that influence it. PsyArxiv. doi: 10.31234/osf.io/bf6kg (* co-first authors)

Motz, B., Carvalho, P., de Leeuw, J., & Goldstone, R. (2018). Embedding experiments: Staking causal inference in authentic educational contexts. Journal of Learning Analytics, 5(2), 47-59. doi: 10.18608/jla.2018.52.4

Motz, B., Busey, T., Rickert, M., Landy, D. (2018). Finding topics in enrollment data. Proceedings of the 11th International Conference on Educational Data Mining. Buffalo, New York. Retrieved from: http://www.indiana.edu/~motzweb/pubs/motz_et_al_2018_topics.pdf

Carvalho, P., Gao, M., Motz, B., & Koedinger, K. (2018). Analyzing the relative learning benefits of completing required activities and optional readings in online courses. Proceedings of the 11th International Conference on Educational Data Mining. Buffalo, New York.

Motz, B., de Leeuw, J., Carvalho, P., Fyfe, E., & Goldstone, R., (2018). ManyClasses: A model for abstracting generalizable research principles from different learning contexts. Presentation at replicate.education: A Workshop on Large Scale Education Replication. Buffalo, New York. Abstract retrieved from: http://www.indiana.edu/~motzweb/pubs/motz_et_al_2018_manyclasses_abstract.pdf

Motz, B., de Leeuw, J., Carvalho, P., Liang, K., & Goldstone, R. (2017). A dissociation between engagement and learning: Enthusiastic instructions fail to reliably improve performance on a memory task. PLoS ONE, 12(7): e0181775. doi: 10.1371/journal.pone.0181775
(Winner of the Center for Open Science Preregistration Challenge Award)

de Leeuw, J. & Motz, B. (2016). Psychophysics in a Web browser? Comparing response times collected with JavaScript and Psychophysics Toolbox in a visual search task. Behavior Research Methods, 48(1), 1-12. doi: 10.3758/s13428-015-0567-2

Carvalho, P., Braithwaite, D., de Leeuw, J., Motz, B., & Goldstone, R. (2016). An in-vivo study of self- regulated study sequencing in Introductory Psychology courses. PLoS ONE 11(3): e0152115. doi: 10.1371/journal.pone.0152115

Day, S., Motz, B., Goldstone, R. (2015). The cognitive costs of context: The effects of concreteness and immersiveness in instructional examples. Frontiers in Psychology, 6(1876). doi: 10.3389/fpsyg.2015.01876

Motz, B., Teague, J., & Shepard, L. (2015). Know thy students: An institutional report that provides aggregate student data to instructors. EDUCAUSE Review Online (Peer Reviewed Category). http://www.educause.edu/ero/article/know-thy-students-providing-aggregate-student-data-to-instructors

[Want more? The rest are listed in Ben's CV]

I'd Love To Hear From You.

1101 East 10th Street
Bloomington, IN
47405 US

bmotz@indiana.edu

Office Phone: (812) 855 0318