Xiangnan He, Z. Ren, Emine Yilmaz, Marc Najork, Tat-seng Chua
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引用次数: 0
摘要
作为表示数据对象之间关系的强大数据结构,图结构数据在实际应用程序中无处不在。图结构数据的学习已成为机器学习和数据挖掘领域的研究热点。由于面向用户的服务中的大多数数据都可以自然地组织成图形,因此图形技术越来越受到IR社区的关注,并取得了巨大的成功,特别是在用户建模和推荐这两个主要研究课题上。在最近的十年中,IR和相关社区见证了对图学习领域的许多重大贡献。包括但不限于协同过滤(例如,他et al。[2020],王et al。(2019 b),吴et al。[2021],并应et al . [2018]), knowledge-aware建议(例如,曹et al。[2019]andWang et al .(2018, 2019)),用户分析和统计推断(例如,Chen等人[2019]和拉希米et al .[2018]),社会和顺序推荐王(例如,et al。(2020 b)和吴et al . (2019 a, b)),偏见和公平(例如,拉赫曼et al。[2019],Zhang et al。(2021),郑等[2021])。最近越来越多的研讨会(例如,Cui等人[2021]、Ding等人[2020]、Jannach等人[2020]和Yin等人[2021])和教程(例如,Chen等人[2020]、Mehrotra等人[2020]、Tang和Dong[2019]、Wang等人[2020a]和Xu等人[2018])补充了这一领域不断增长的工作。尽管如此伟大
Introduction to the Special Section on Graph Technologies for User Modeling and Recommendation, Part 2
As a powerful data structure that represents the relationships among data objects, graph-structure data is ubiquitous in real-world applications. Learning on graph-structure data has become a hot spot in machine learning and data mining. Since most data in user-oriented services can be naturally organized as graphs, graph technologies have attracted increasing attention from IR community and achieved immense success, especially in two major research topics—user modeling and recommendation. In the recent decade, the IR and related communities have witnessed a number of major contributions to the field of graph learning. They include but not limited to collaborative filtering (e.g., He et al. [2020], Wang et al. [2019b], Wu et al. [2021], and Ying et al. [2018]), knowledge-aware recommendation (e.g., Cao et al. [2019] andWang et al. [2018, 2019a]), user profiling and demographic inference (e.g., Chen et al. [2019] and Rahimi et al. [2018]), social and sequential recommendation (e.g., Wang et al. [2020b] and Wu et al. [2019a, b]), bias and fairness (e.g., Rahman et al. [2019], Zhang et al. [2021a], and Zheng et al. [2021]). The growing body of work in this area has been supplemented by an increasing number of recent workshops (e.g., Cui et al. [2021], Ding et al. [2020], Jannach et al. [2020], and Yin et al. [2021]) and tutorials (e.g., Chen et al. [2020], Mehrotra et al. [2020], Tang and Dong [2019], Wang et al. [2020a], and Xu et al. [2018]). Despite such great