2026/04/27 更新

写真a

カロン　メイ　クリスティン　ホンソン
カロン　メイ　クリスティン　ホンソン
所属
附属機関・学校 グローバル・エデュケーション・センター
職名
講師（任期付）

経歴

  • 2026年04月
    -
    継続中

    早稲田大学   グローバルエデュケーションセンター

  • 2023年05月
    -
    2026年03月

    特定国立研究開発法人理化学研究所

  • 2021年10月
    -
    2024年04月

    東京科学大学

学歴

  • 2018年09月
    -
    2021年09月

    東京科学大学  

  • 2016年01月
    -
    2017年12月

    Georgia Institute of Technology   College of Computing   MS Computer Science  

  • 2002年06月
    -
    2006年04月

    University of the Philippines - Diliman   College of Science   BS Mathematics  

 

論文

  • 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年02月

    　概要を見る

    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年

    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年

    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年

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

    EMOOCs    2023年

    DOI

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

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

    Communications in Computer and Information Science     70 - 83  2023年

    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年

    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年

    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年11月

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

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

    Proceedings of the International CALL Research Conference   2022   80 - 93  2022年07月

    　概要を見る

    <jats:p>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 can support learning without exacerbating Matthew effects. These effects should be considered in both the development and application of educational technology.</jats:p>

    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年

    DOI

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

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

    2022 IEEE Frontiers in Education Conference (FIE)   2022-October   1 - 9  2022年

    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年

    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年01月

    DOI

  • 双子による教育的非線形物語【JST・京大機械翻訳】

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

    ACM Proceedings   ( L@S ’22 ) 248 - 251  2022年

    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年

    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年09月

    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年

    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年  [国際誌]

    DOI

  • EMOOCs 2021

    May Kristine Jonson Carlon

    Universitätsverlag Potsdam    2021年

    　概要を見る

    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年

  • MOOCにおけるトピックモデリング:何を議論し,何を学んだか,そして学習者が議論するもの【JST・京大機械翻訳】

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

    IEEE Conference Proceedings   2021 ( TALE ) 849 - 853  2021年

    DOI J-GLOBAL

  • オンライン教室のためのオープン応答型迅速ベースメタ認知チュータの開発【JST・京大機械翻訳】

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

    IEEE Conference Proceedings   2021 ( TALE ) 151 - 158  2021年

    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年09月

    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年08月

    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年06月

    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年02月

    　概要を見る

    <jats:p>This paper aims to assess the effectiveness of research self-efficacy short-term information technology (IT) skills training intervention administered to 3rd year and 4th year undergraduate students at three provincial Cambodian universities. The training intervention was conducted at the universities' computer centers where the internet could be accessed. The training lasted three weeks for 60 hours in total and covered topics such as using statistical analysis software, Massive Open Online Courses (MOOCs), and referencing software. The participants were 461 undergraduate students at universities during the 2018 academic year. The survey method used for this study was based on the “Research Self-Efficacy Scale” by Phillips and Russell (1994), which was administered before and after the training. The research used descriptive statistics and paired sample t-test for data analysis. The findings of the study revealed that the participants’ research self-efficacy perceptions increased after conducting the intervention. The results showed that there was a significant increase in mean score after intervention based upon a 5-point scale from 2.10 (SD = 0.68) before the intervention to 3.57 (SD = 0.54) afterward. These findings suggest that IT training intervention is beneficial for undergraduate students at provincial universities in Cambodia resulting in an improvement in research self-efficacy.</jats:p>

    DOI

  • MOOCのコンテンツ型分布と可読性【JST・京大機械翻訳】

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

    ACM Proceedings   ( L@S ’20 ) 401 - 404  2020年

    DOI J-GLOBAL

  • コンピュータベースのメタ認知チュータリング有効性評価のための定量的オフライン測定ツールのレビュー【JST・京大機械翻訳】

    Carlon May Kristine Jonson, Cross Jeffrey S.

    IEEE Conference Proceedings   2020 ( TALE ) 258 - 264  2020年

    DOI J-GLOBAL

  • 学習分析とツールを用いたMOOC品質の改善【JST・京大機械翻訳】

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

    IEEE Conference Proceedings   2019 ( LWMOOCS ) 174 - 179  2019年

    DOI J-GLOBAL

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Misc

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現在担当している科目

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