アイエドゥン エマヌエルアイエドゥン エマヌエル |
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所属学部・学科等
- システム理工学部 電気電子情報工学科
職名 (資格)
- 助教 2020年 4月 1日
ホームページ・メール
- ホームページアドレス:https://ja.emayedoun.com/
- ホームページアドレス2:https://www.emayedoun.com/
研究職歴
- 日本学術振興会特別研究員(DC1) 2018年4月 1日~2020年3月 31日
受賞・学術賞
- 研究会優秀賞 2021年 6月 14日 (人工知能学会)
- 若手奨励賞 2019年 3月 31日 (人工知能学会 先進的学習科学と工学研究会)
- ラーニングイノベーショングランプリ2018:優秀ラーニングイノベーション賞 2018年 7月 4日 (マイクロラーニングコンソシアム / 日本イーラーニングコンソシアム)
- 若手奨励賞 2018年 3月 31日 (人工知能学会 先進的学習科学と工学研究会)
- Nomination for Best Student Paper Award 2017年 12月 4日 (25th International Conference on Computers in Education (ICCE 2017))
- Poster Award 2017年 7月 1日 (18th International Conference on Artificial Intelligence in Education (AIED 2017))
- オーディエンス賞および,ラーニングテクノロジー奨励賞 2016年 6月 8日 (マイクロラーニングコンソシアム / 日本イーラーニングコンソシアム)
- 奨励賞個人総合部門:優秀賞 2015年 11月 21日 (第26回教育システム若手の会)
- Best Poster Presentation Award 2015年 11月 6日 (11th International Conference on Knowledge Management (ICKM 2015))
- 優秀発表賞 2015年 3月 7日 (2014年度教育システム情報学会 学生研究発表会)
- 学長顕彰(5度受賞:平成27年度前期,27年度後期,28年度前期, 29年度後期, 30年度前期) 2016年 3月 11日 (大阪府立大学)
所属学会
所属学会・団体名 | 役職名 (役職在任期間) |
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International Artificial Intelligence in Education Society (IAIED) | |
Institute of Electrical and Electronics Engineers (IEEE) | |
人工知能学会 |
研究業績
No. | 研究業績の種類 | 発表年月日 | 標題 | 出版物の種類 | 共著・単著の別 | 出版社・掲載誌 | 巻・号・頁 |
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1 | 論文1 | 2023年4月 2023,04,00,,, | Swarm Intelligence Inspired Approach for Dynamic Tracking of Members’ Interests in Online Discussion Groups | 学術雑誌 | 共著 | International Journal of Affective Engineering | Vol. 22, No. 2, to appear |
2 | 論文1 | 2023年4月 2023,04,00,,, | Unleashing Fairness: How a Group Norm-Aware Agent Shakes Up the Ultimatum Game | 学術雑誌 | 国内共著 | IEEE Access | to appear |
3 | 論文1 | 2023年4月 2023,04,00,,, | 運動の継続意欲向上を促すリズム補正システム | 学術雑誌 | 共著 | 日本知能情報ファジィ学会誌 知能と情報 | 掲載予定 |
4 | 論文1 | 2023年1月 2023,01,00,,, | An Authoring Tool for Task-Oriented Dialogue Scenarios Design in EFL Context | 学術雑誌 | 国内共著 | Journal of Research and Practice in Technology Enhanced Learning | Vol.18, Article 27, pp.1-35 |
5 | 論文1 | 2022年9月 2022,09,00,,, | Towards Emotionally Expressive Virtual Human Agents to Foster L2 Production: insights from a preliminary Woz experiment | 学術雑誌 | 共著 | Multimodal Technologies Interaction Journal, Special Issue on Multimodal Conversational Interaction and Interfaces, Volume II | Vol. 6, pp.77-91 |
6 | 論文1 | 2022年7月 2022,07,00,,, | Group Norm-Aware Robot Adaptively Maintains Suitable Interpersonal Distance in Human–Robot Group | 学術雑誌 | 共著 | International Journal of Affective Engineering | Vol. 21, No. 3, pp. 191-201 |
7 | 国際学会8 | 2021年11月 2021,11,00,,, | Authoring Tool for Semi-automatic Generation of Task-Oriented Dialogue Scenarios | 共著 | Proceedings of the 29th International Conference on Computers in Education | Vol. 1, pp. 41-50 | |
8 | 論文1 | 2020年6月 2020,06,00,,, | Towards Personalized Scaffolding and Fading of Motivational Support in L2 Learner-Dialogue Agent Interactions: An Exploratory Study | 学術雑誌 | 国内共著 | IEEE Transactions on Learning Technologies | Vol. 13, No. 3,pp. 604-616 |
9 | 国際学会8 | 2020年6月 2020,06,00,,, | Services Task Model Based Dialogue Scenarios Design Towards L2 WTC Support Oriented Dialogues Authoring Tool | 国内共著 | Proceedings of HCII2020, Lecture Notes in Computer Science (LNCS) | Vol.12185, pp. 145-163 | |
10 | 解説9 | 2019年10月 2019,10,00,,, | 会話エージェントと学習支援 | 単著 | 教育システム情報学会誌 | Vol. 36, No. 4, pp.221-232 | |
11 | 論文1 | 2019年3月 2019,03,00,,, | Adding Communicative and Affective Strategies to an Embodied Conversational Agent to Enhance Second Language Learners’ Willingness to Communicate | 学術雑誌 | 国内共著 | International Journal of Artificial Intelligence in Education, Springer | Vol.29, No.1, pp. 29-57 |
12 | 論文1 | 2016年8月 2016,08,00,,, | Web-services Based Conversational Agent to Encourage Willingness to Communicate in EFL Context | 学術雑誌 | 国内共著 | The Journal of Information and Systems in Education | Vol.14, No.1, pp. 15-27 |
論文Swarm Intelligence Inspired Approach for Dynamic Tracking of Members’ Interests in Online Discussion Groups査読有学術雑誌共著AYEDOUN,Emmanuel;GOTO,Marina;TOKUMARU,MasatakaInternational Journal of Affective EngineeringVol. 22, No. 2, to appear2023年4月
論文Unleashing Fairness: How a Group Norm-Aware Agent Shakes Up the Ultimatum Game査読有学術雑誌国内共著FUSE,Yotaro;ASHIDA,Biina;AYEDOUN,Emmanuel;TOKUMARU,MasatakaIEEE Accessto appear2023年4月
論文運動の継続意欲向上を促すリズム補正システム査読有学術雑誌共著小林 陸門;アイエドゥン エマヌエル;徳丸正孝日本知能情報ファジィ学会誌 知能と情報掲載予定2023年4月
論文An Authoring Tool for Task-Oriented Dialogue Scenarios Design in EFL Context査読有学術雑誌国内共著AYEDOUN,Emmanuel;HAYASHI,Yuki;SETA,KazuhisaJournal of Research and Practice in Technology Enhanced LearningVol.18, Article 27, pp.1-352023年1月
論文Towards Emotionally Expressive Virtual Human Agents to Foster L2 Production: insights from a preliminary Woz experiment査読有学術雑誌共著AYEDOUN,Emmanuel;TOKUMARU,MasatakaMultimodal Technologies Interaction Journal, Special Issue on Multimodal Conversational Interaction and Interfaces, Volume IIVol. 6, pp.77-912022年9月
論文Group Norm-Aware Robot Adaptively Maintains Suitable Interpersonal Distance in Human–Robot Group査読有学術雑誌共著FUSE,Yotaro;AYEDOUN,Emmanuel;TOKUMARU,MasatakaInternational Journal of Affective EngineeringVol. 21, No. 3, pp. 191-2012022年7月
国際学会Authoring Tool for Semi-automatic Generation of Task-Oriented Dialogue Scenarios査読有共著AYEDOUN,Emmanuel;HAYASHI,Yuki;SETA,KazuhisaProceedings of the 29th International Conference on Computers in EducationVol. 1, pp. 41-502021年11月 Asia-Pacific Society for Computers in EducationThe lack of suitable conversation opportunities is often pointed out as a major factor inhibiting second language learners’ willingness to communicate in the target language. Although computer-based conversational environments have been advocated as a promising approach to mitigate this issue, high authoring costs still prevent their widespread adoption. In this paper, we present a dialogue scenario authoring system that could facilitate the rapid implementation of desirable situational dialogue scenarios, thereby lowering the dialogue scenario authoring barrier for non-programmers or even educators. To this extent, we exploit the common underlying structure of services (restaurant, hotel, travel-planning, etc.) that seem to share a certain degree of similarity at the task level, and built a versatile dialogue scenario authoring interface that enables semi-automatic generation of services-related dialogue scenarios. Here, we describe the features of the proposed system, and present the results of a pilot evaluation study that hint on the meaningfulness of our approach towards facilitating dialogue scenarios authoring by people who do not have any previous experience designing dialogue systems components.
論文Towards Personalized Scaffolding and Fading of Motivational Support in L2 Learner-Dialogue Agent Interactions: An Exploratory Study査読有学術雑誌国内共著AYEDOUN,Emmanuel;HAYASHI,Yuki;SETA,KazuhisaMotivationally intelligent educational systemsIEEE Transactions on Learning TechnologiesVol. 13, No. 3,pp. 604-6162020年6月 10.1109/TLT.2020.2989776This study proposes a computer-based approach to effectively enhance second language learners’ willingness to communicate in the target language. To do so, we implemented a conversational agent embedding a dialogue management model based on two conversational strategies (i.e., communication strategies and affective backchannels), serving as scaffolds for enhancing learners’ willingness to communicate in the target language. Here, we report on differences observed among second language learners’ preferences for both conversational strategies according to their initial level of willingness to communicate and on variations of their willingness with respect to such differences. Although we found that most students generally preferred a combination of both strategies, learners’ preferences and the effects of the support provided by these strategies varied according to their level of willingness to communicate. Learners with lower willingness to communicate tended to prefer affective backchannels whereas those with higher willingness to communicate seemed to favor communication strategies. These results were consistent with posttest results, which showed that learners’ expected willingness to communicate tended to be higher after interacting with systems embedding their preferred strategies. In sum, these results are preliminary evidence of the meaningfulness of accounting for such learners’ preferences in adaptively using and fading the strategies employed by conversational agents to motivate second language learners to communicate in the target language.
国際学会Services Task Model Based Dialogue Scenarios Design Towards L2 WTC Support Oriented Dialogues Authoring Tool査読有国内共著AYEDOUN,Emmanuel;HAYSHI,Yuki;SETA,KazuhisaProceedings of HCII2020, Lecture Notes in Computer Science (LNCS)Vol.12185, pp. 145-1632020年6月 Prior studies have demonstrated that embodied conversational agents, which provide opportunities to simulate realistic daily conversation situations, could be effective in motivating second language learners to communicate in the target language. However, implementing such systems in various situations requires significant knowledge-engineering effort, which limits their widespread adoption and deployment. In this paper, we present a conceptual framework for dialogue scenario design based on an ontologi-cal model of service process. We provide an overview of a scenario author-ing workflow and reduced number of activities that should be conducted by scenario designers to specify both the properties of the dialogue task structure and dialogue flow logic in the targeted conversation situation. We also discuss the benefits of embedding such a common service task structure in terms of reducing the authoring load of dialogue scenarios in various task-oriented service situations.
解説会話エージェントと学習支援査読無単著エマヌエル アイエドゥン教育システム情報学会誌Vol. 36, No. 4, pp.221-2322019年10月 This article highlights on the promising potential and unexplored possibilities of conversational agent technology, as a relatively new paradigm for improving outcomes of computer-based learning support systems. We begin with a brief overview of research related to conversational agent technology. We then focus on the theoretical foundations of conversational agents based tutoring systems, especially animated pedagogical agents, and discuss how they can be employed to support both cognitive and affective aspects of learning. As a case study, we introduce and discuss the benefits of CEWill, an embodied conversational agent dedicated to enhance second language learners’ motivation towards communication. We conclude with issues and perspectives for future research towards better design and evaluation of such systems in computer-supported learning environments.
論文Adding Communicative and Affective Strategies to an Embodied Conversational Agent to Enhance Second Language Learners’ Willingness to Communicate査読有学術雑誌国内共著AYEDOUN,Emmanuel;HAYASHI,Yuki;SETA,KazuhisaEmbodied conversational agentsInternational Journal of Artificial Intelligence in Education, SpringerVol.29, No.1, pp. 29-572019年3月 10.1007/s40593-018-0171-6This paper describes an embodied conversational agent enhanced with specific conversational strategies aiming to foster learners’ readiness towards communication in a second language (L2). Willingness to communicate (WTC) in a second language is believed to have a direct and sustained influence on learners’ actual usage frequency of the target language. To help overcome the lack of suitable environments for increasing L2 learners’ WTC, our approach is to build embodied conversational agents that can help learners surmount their apprehension towards communication in L2. Here, we focus on the dialogue management aspects of our approach and propose a model based on a set of communication strategies (CS) and affective backchannels (AB) to foster such agents’ ability to carry on natural and WTC-friendly conversations with learners. We examined learners’ expected WTC after interacting with one of the following versions of the system: an agent featuring both CS and AB; an agent featuring only CS; and an agent featuring only AB. The results suggested that combining CS and AB empowers the conversational agent and leads to higher expected WTC among L2 learners. We also found that even the AB-only version of the system had the potential to enhance WTC to some extent. These findings are evidence of the feasibility of enhancing L2 learners’ engagement towards communication using a computer-based environment coupled with appropriate conversational strategies.
論文Web-services Based Conversational Agent to Encourage Willingness to Communicate in EFL Context査読有学術雑誌国内共著AYEDOUN,Emmanuel;HAYASHI,Yuki;SETA,Kazuhisawillingness to communicateThe Journal of Information and Systems in EducationVol.14, No.1, pp. 15-272016年8月 10.12937/ejsise.15.15In this paper, we propose an embodied conversational agent based on the willingness to communicate (WTC) model in L2 to help increase WTC in the context of English as a foreign language (EFL) by providing users with various daily conversation contexts. To simulate realistic and efficient conversations, we adopted a semantic approach in the response generation and created a system with flexible and adaptable domain knowledge, user’s intent detection, and mixed-initiative conversation strategy. Our evaluation of the proposed system demonstrated its potential to simulate efficiently natural conversations in a specific context as well as the feasibility of improving learners’ WTC using a computer-based environment.