Updated on 2026/04/27

写真a

 
CARLON, May Kristine Jonson
 
Affiliation
Affiliated organization, Global Education Center
Job title
Assistant Professor(non-tenure-track)

Research Experience

  • 2026.04
    -
    Now

    Waseda University   Global Education Center   Assistant Professor (non-tenure-track)

  • 2023.05
    -
    2026.03

    RIKEN

  • 2021.10
    -
    2024.04

    Institute of Science Tokyo

Education Background

  • 2018.09
    -
    2021.09

    Institute of Science Tokyo   School of Environment and Society   PhD  

  • 2016.01
    -
    2017.12

    Georgia Institute of Technology   College of Computing   MS Computer Science  

  • 2002.06
    -
    2006.04

    University of the Philippines - Diliman   College of Science   BS Mathematics  

 

Papers

  • Topology Matters: A Cautionary Case Study of Graph SSL on Neuro-Inspired Benchmarks.

    May Kristine Jonson Carlon, Su Myat Noe, Haojiong Wang, Yasuo Kuniyoshi

    CoRR   abs/2602.03217  2026.02

    　View Summary

    Understanding how local interactions give rise to global brain organization requires models that can represent information across multiple scales. We introduce a hierarchical self-supervised learning (SSL) framework that jointly learns node-, edge-, and graph-level embeddings, inspired by multimodal neuroimaging. We construct a controllable synthetic benchmark mimicking the topological properties of connectomes. Our four-stage evaluation protocol reveals a critical failure: the invariance-based SSL model is fundamentally misaligned with the benchmark's topological properties and is catastrophically outperformed by classical, topology-aware heuristics. Ablations confirm an objective mismatch: SSL objectives designed to be invariant to topological perturbations learn to ignore the very community structure that classical methods exploit. Our results expose a fundamental pitfall in applying generic graph SSL to connectome-like data. We present this framework as a cautionary case study, highlighting the need for new, topology-aware SSL objectives for neuro-AI research that explicitly reward the preservation of structure (e.g., modularity or motifs).

    DOI

  • How Gender Shapes Career Choices: A Study of High School Students in Japan

    Yutaro Ohashi, May Kristine Jonson Carlon, Jeffrey S. Cross

    2025 WORLD ENGINEERING EDUCATION FORUM-GLOBAL ENGINEERING DEANS COUNCIL, WEEF-GEDC    2025

    DOI

  • A Bayesian Exploration on the Motivational and Behavioral Impacts of Chatbots in Language Learning.

    May Kristine Jonson Carlon, Julian Rodney Matthews, Yasuo Kuniyoshi

    CHI Extended Abstracts     39 - 7  2025

    DOI

  • Factors Influencing Career Decisions of High School Students in Japan: A Gender Perspective

    Yutaro Ohashi, May kristine jonson Carlon, Jeffrey scott Cross

    INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION   40 ( 5 ) 1209 - 1218  2024

  • Post-Covid Prospects for Massive Open Online Courses: 8th European MOOCs Stakeholders Summit, EMOOCs 2023, Potsdam, Germany, June 14-16, 2023

    EMOOCs    2023

    DOI

  • Trial Assessment of Online Learners' Engagement with 360-Degree Architecture Videos.

    Fengyuan Liu, May Kristine Jonson Carlon, Mohamed Rami Gaddem, Jeffrey S. Cross

    Immersive Learning Research Network - 9th International Conference(iLRN)     70 - 83  2023

    DOI

  • Preparing for Society 5.0 with MOOC Capabilities Extension: An industry-academia collaboration on learning analytics dashboard development.

    May Kristine Jonson Carlon, Kensuke Yokoi, John Maurice Gayed, Hiroshi Suyama, Jeffrey S. Cross

    Post-Covid Prospects for Massive Open Online Courses: 8th European MOOCs Stakeholders Summit(EMOOCs)     9 - 20  2023

    DOI

  • A SHAP-Inspired Method for Computing Interaction Contribution in Deep Knowledge Tracing.

    Enrique Valero-Leal, May Kristine Jonson Carlon, Jeffrey S. Cross

    Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky - 24th International Conference   1831   460 - 465  2023

    DOI

  • Educational Assistant Wireframe for the Elderly to Mitigate Urban Climate Health Risks

    May Kristine Jonson Carlon, Alvin Christopher Galang Varquez, Eden Mariquit Andrews, John Maurice Gayed

    30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings   2   638 - 640  2022.11

  • The Matthew effect in CALL: Examining the equity of a novel intelligent writing assistant as English language support

    John Gayed, May Kristine Jonson Carlon, Jeffrey Cross

    Proceedings of the XXIst International CALL Research Conference   2022   80 - 93  2022.07

    　View Summary

    As practitioners introduce new educational technologies into their classrooms, the potential for unintended outcomes from their use might arise. One such potential negative artifact is an increase in the achievement gaps between learners, where high performers tend to benefit more from newly introduced educational technologies than their peers. This phenomenon is commonly referred to as the Matthew effect. In this study, we leverage natural language processing (NLP) based transformers to introduce English language support to English as a Foreign Language (EFL) learners while they are in the writing process. A web-based application was created that uses next-word prediction and automatic reverse translation to help EFL participants in their writing.Adult English language learners from professional development language schools participated in a counterbalanced repeated measures study. To understand the presence of the Matthew effect, learners were grouped based on their self-reported EIKEN scores. Their performance according to two writing factors as well as their perceived cognitive load while using the tool were measured to establish which groups benefit the most from using the tool. This research sets the stage for understanding how emerging tools cansupport learning without exacerbating Matthew effects. These effects should beconsidered in both the development and application of educational technology.

    DOI

  • Predicting Guesses and Slips Through Question Encoding with Complexity Hints.

    May Kristine Jonson Carlon, Sangwhan Moon, Naoaki Okazaki, Jeffrey S. Cross

    IEEE International Conference on Teaching, Assessment and Learning for Engineering(TALE)     284 - 291  2022

    DOI

  • Impact on Second Language Writing via an Intelligent Writing Assistant and Metacognitive Training

    John Maurice Gayed, May Kristine Jonson Carlon, Jeffrey Scott Cross

    Proceedings - Frontiers in Education Conference, FIE   2022-October   1 - 9  2022

    DOI

  • Simulated Gaze Tracking using Computer Vision for Virtual Reality

    Tran Huu Nhat Huy, May Kristine Jonson Carlon, Jeffrey S. Cross

    Proceedings of 2022 8th International Conference of the Immersive Learning Research Network, iLRN 2022     1 - 5  2022

    DOI

  • Knowledge tracing for adaptive learning in a metacognitive tutor

    May Kristine Jonson Carlon, Jeffrey S. Cross

    Open Education Studies   4 ( 1 ) 206 - 224  2022.01

    DOI

  • Educational Nonlinear Stories with Twine.

    May Kristine Jonson Carlon, Donn Emmanuel Gonda, Eden Mariquit Andrews, John Maurice Gayed, Robert Anthony Olexa, Jeffrey Scott Cross

    L@S'22: Ninth ACM Conference on Learning @ Scale(L@S)   ( L@S ’22 ) 248 - 251  2022

    DOI J-GLOBAL

  • Exploring an AI-based writing Assistant's impact on English language learners

    John Maurice Gayed, May Kristine Jonson Carlon, Angelu Mari Oriola, Jeffrey S. Cross

    Computers and Education: Artificial Intelligence   3   100055 - 100055  2022

    DOI

  • Undergraduate information literacy self-efficacy: a cross-sectional study of Cambodian provincial universities

    Cheyvuth Seng, May Kristine Jonson Carlon, Jeffrey Cross

    INFORMATION RESEARCH-AN INTERNATIONAL ELECTRONIC JOURNAL   26 ( 3 )  2021.09

    DOI

  • Investigating Mechanical Engineering Learners' Satisfaction with a Revised Monozukuri MOOC.

    May Kristine Jonson Carlon, Mohamed Rami Gaddem, César Augusto Hernández Reyes, Toru Nagahama, Jeffrey S. Cross

    7th European MOOCs Stakeholders Summit(EMOOCs)     237 - 247  2021

    DOI

  • Long-Term Effects of Short-Term Intervention Using MOOCs for Developing Cambodian Undergraduate Research Skills

    Cheyvuth Seng, May Kristine Jonson Carlon, John Maurice Gayed, Jeffrey S. Cross

    7th European MOOCs Stakeholders Summit(EMOOCs)     49 - 62  2021  [International journal]

    DOI

  • EMOOCs 2021

    May Kristine Jonson Carlon

    Universitätsverlag Potsdam    2021

    　View Summary

    From June 22 to June 24, 2021, Hasso Plattner Institute, Potsdam, hosted the seventh European MOOC Stakeholder Summit (EMOOCs 2021) together with the eighth ACM Learning@Scale Conference. Due to the COVID-19 situation, the conference was held fully online. The boost in digital education worldwide as a result of the pandemic was also one of the main topics of this year’s EMOOCs. All institutions of learning have been forced to transform and redesign their educational methods, moving from traditional models to hybrid or completely online models at scale. The learnings, derived from practical experience and research, have been explored in EMOOCs 2021 in six tracks and additional workshops, covering various aspects of this field. In this publication, we present papers from the conference’s Experience Track, the Policy Track, the Business Track, the International Track, and the Workshops.

    DOI

  • Learning Analytics Dashboard Prototype for Implicit Feedback from Metacognitive Prompt Responses

    May Kristine Jonson Carlon, Jeffrey S. Cross

    29TH INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION (ICCE 2021), VOL I   1   267 - 272  2021

  • Topic Modeling in MOOCs: What Was to Be Discussed, What the Instructor Discussed, and What the Learners Discussed

    May Kristine Jonson Carlon, Anie Day D. C. Asa, Nopphon Keerativoranan, Toru Nagahama, Jeffrey S. Cross

    IEEE TALE2021: IEEE INTERNATIONAL CONFERENCE ON ENGINEERING, TECHNOLOGY AND EDUCATION   2021 ( TALE ) 849 - 853  2021

    DOI J-GLOBAL

  • Development of Open-Response Prompt-Based Metacognitive Tutor for Online Classrooms

    May Kristine Jonson Carlon, John Maurice Gayed, Jeffrey S. Cross

    IEEE TALE2021: IEEE INTERNATIONAL CONFERENCE ON ENGINEERING, TECHNOLOGY AND EDUCATION   2021 ( TALE ) 151 - 158  2021

    DOI J-GLOBAL

  • Information literacy training effectiveness on Cambodia's province-based undergraduates

    Cheyvuth Seng, May Kristine Jonson Jonson Carlon, Jeffrey Scott Cross

    International Journal of Comparative Education and Development   22 ( 4 ) 263 - 280  2020.09

    DOI

  • Global Learning @ Scale

    David A. Joyner, May Carlon, Jeffrey Cross, Eduardo Corpeño, Rocael Hernández Rizzardini, Oscar Rodas, Dhawal Shah, Manoel Cortes-Mendez, Thomas Staubitz, José A. Ruipérez-Valiente

    L@S 2020 - Proceedings of the 7th ACM Conference on Learning @ Scale     229 - 232  2020.08

    DOI

  • Research Self-Efficacy of Cambodian Undergraduate Students at Province-Based Universities

    Cheyvuth Seng, May Kristine Jonson Carlon, Jeffrey Scott Cross

    International Journal of Sociology of Education   9 ( 2 ) 155 - 190  2020.06

    DOI

  • Short-Term Information Technology Training Impact on Research Self-Efficacy of Undergraduate Students at Provincial Cambodian Universities

    Cheyvuth Seng, May Kristine Jonson Carlon, Jeffrey Scott Cross

    International Journal of Learning and Development   10 ( 1 ) 88 - 88  2020.02

    DOI

  • Content Type Distribution and Readability of MOOCs.

    May Kristine Jonson Carlon, Nopphon Keerativoranan, Jeffrey S. Cross

    L@S'20: Seventh ACM Conference on Learning @ Scale(L@S)   ( L@S ’20 ) 401 - 404  2020

    DOI J-GLOBAL

  • A Review of Quantitative Offline Measurement Tools for Computer-Based Metacognitive Tutoring Effectiveness Assessment

    May Kristine Jonson Carlon, Jeffrey S. Cross

    PROCEEDINGS OF 2020 IEEE INTERNATIONAL CONFERENCE ON TEACHING, ASSESSMENT, AND LEARNING FOR ENGINEERING (IEEE TALE 2020)   2020 ( TALE ) 258 - 264  2020

    DOI J-GLOBAL

  • Improving MOOC quality using learning analytics and tools

    Jeffrey S. Cross, Nopphon Keerativoranan, May Kristine Jonson Carlon, Yong Hong Tan, Zarina Rakhimberdina, Hideki Mori

    PROCEEDINGS OF 2019 IEEE LEARNING WITH MOOCS (IEEE LWMOOCS VI 2019)   2019 ( LWMOOCS ) 174 - 179  2019

    DOI J-GLOBAL

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Misc

  • W-01 Analysis of Students’ Perspectives Towards International Transdisciplinary Undergraduate Program in Science and Engineering

    Boonyubol Sasipa, Cross Jeffrey S., Christopher Galang Varquez Alvin, Choi Sunkyung, Suwanteep Kultip, Nazari Mehrdad Sadeghzadeh, Kristine Jonson Carlon May, Hanaoka Shinya

    JSEE Annual Conference International Session Proceedings   2024   2 - 5  2024

    　View Summary

    The Tokyo Institute of Technology's Global Scientists and Engineers Program (GSEP) has been offering a fully international undergraduate curriculum in Transdisciplinary Science and Engineering since 2016. The program integrates science, engineering, and liberal arts to prepare students for real-world challenges with diverse perspectives. Since the evaluation of the first graduating cohort in 2020, there has been an increasing number of graduates. This study assesses the perspectives of four new cohorts of graduates towards the program through comprehensive questionnaires covering seven aspects. The results indicated that students showed confidence in their globalization and transdisciplinary knowledge, like the first evaluation results. Progress has been made in addressing more information about internship opportunities. Students faced some difficulties in their studies during the COVID-19 pandemic with gradual recovery observed throughout each year. After graduation, more than half of each cohort pursue graduate studies both in Japan and internationally. This ongoing study provides valuable insights into the program’s efficacy and areas for further improvement.

    DOI

  • Inhibiting and Facilitating Factors in the Career Decision-Making Process of Japanese High School Students

    OHASHI Yutaro, CARLON May Kristine Jonson, CROSS Jeffrey Scott

    電子情報通信学会大会講演論文集(CD-ROM)   2023 ( 1 ) 375 - 376  2023.02

    J-GLOBAL

  • Educational Data Science Approach for an End-to-End Quality Assurance Process for Building Creditworthy Online Courses

    May Kristine Jonson Carlon, Sasipa Boonyubol, Nopphon Keerativoranan, Jeffrey S. Cross

    Big Data Management     151 - 191  2023

    DOI

  • W-06 Gender differences in the influence of digital media on high school students' career decisions

    OHASHI Yutaro, CARLON May Kristine Jonson, CROSS Jeffrey Scott

    JSEE Annual Conference International Session Proceedings   2023   20 - 23  2023

    　View Summary

    A questionnaire survey was administered to 215 high school students nationwide to examine the career decision-making process of high school students. As a result, female students were found to be more likely to choose vocational schools and medical-allied fields such as nursing, health, and hygiene fields; while male students were more likely to choose science, engineering, and agriculture fields. Regarding people and things that influence career decisions, boys were more influenced by their fathers and newspapers, while girls were more influenced by TV programs, SNS, and family financial situation. For some girls, adults in family leadership positions were a disincentive to make career decisions.

    DOI

  • Natural Language Processing Based Analytics Dashboard for Online Learning Platforms

        253 - 254  2022.03

  • パーソナライズされたオンライン適応学習システム: Personalized Online Adaptive Learning System

       2021.09

  • W-02 Preliminary Evaluation of a Transdisciplinary International Undergraduate Program in Engineering

    VARQUEZ Alvin Christopher Galang, CROSS Jeffrey S., CARLON May Kristine Jonson, ANDREWS Eden Mariquit, NAZARI Mehrdad Sadeghzadeh, CHOI Sunkyung, HANAOKA Shinya

    JSEE Annual Conference International Session Proceedings   2021   6 - 11  2021

    　View Summary

    The Global Scientist and Engineers Program (GSEP) is Tokyo Institute of Technology’s purely English instruction-based undergraduate program in transdisciplinary science and engineering specifically designed for international students with minimal to no Japanese communication ability. The program faces multiple challenges not just those relating to multiculturalism but also in providing education in a newly emerging academic field. This research evaluates the program through questionnaires, mind mapping workshop, and focus group discussion conducted with the program’s first cohort who graduated in March 2020. The program was evaluated on how well the graduating students have gained confidence in important areas relevant to their field of study and the amount of support they received while in the program. The first cohort showed satisfaction being graduates of the program, expressed confidence in their transdisciplinary knowledge, and see themselves as global citizens. With enhanced engagement with Japanese students, the program has the potential to become a top-notched international undergraduate engineering degree program based in Tokyo.

    DOI CiNii

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