Understanding and Modeling Passive-Negative Feedback for Short-video Sequential Recommendation

Sequential recommendation is one of the most important tasks in recommender systems, which aims to recommend the next interacted item with historical behaviors as input. Traditional sequential recommendation always mainly considers the collected positive feedback such as click, purchase, etc. However, in short-video platforms such as TikTok, video viewing behavior may not always represent positive feedback. Specifically, the videos are played automatically, and users passively receive the recommended videos. In this new scenario, users passively express negative feedback by skipping over videos they do not like, which provides valuable information about their preferences. Different from the negative feedback studied in traditional recommender systems, this passive-negative feedback can reflect users' interests and serve as an important supervision signal in extracting users' preferences. Therefore, it is essential to carefully design and utilize it in this novel recommendation scenario. In this work, we first conduct analyses based on a large-scale real-world short-video behavior dataset and illustrate the significance of leveraging passive feedback. We then propose a novel method that deploys the sub-interest encoder, which incorporates positive feedback and passive-negative feedback as supervision signals to learn the user's current active sub-interest. Moreover, we introduce an adaptive fusion layer to integrate various sub-interests effectively. To enhance the robustness of our model, we then introduce a multi-task learning module to simultaneously optimize two kinds of feedback -- passive-negative feedback and traditional randomly-sampled negative feedback. The experiments on two large-scale datasets verify that the proposed method can significantly outperform state-of-the-art approaches. The code is released at https://github.com/tsinghua-fib-lab/RecSys2023-SINE.Comment: Accepted by RecSys'2

An overview of video recommender systems: state-of-the-art and research issues

Video platforms have become indispensable components within a diverse range of applications, serving various purposes in entertainment, e-learning, corporate training, online documentation, and news provision. As the volume and complexity of video content continue to grow, the need for personalized access features becomes an inevitable requirement to ensure efficient content consumption. To address this need, recommender systems have emerged as helpful tools providing personalized video access. By leveraging past user-specific video consumption data and the preferences of similar users, these systems excel in recommending videos that are highly relevant to individual users. This article presents a comprehensive overview of the current state of video recommender systems (VRS), exploring the algorithms used, their applications, and related aspects. In addition to an in-depth analysis of existing approaches, this review also addresses unresolved research challenges within this domain. These unexplored areas offer exciting opportunities for advancements and innovations, aiming to enhance the accuracy and effectiveness of personalized video recommendations. Overall, this article serves as a valuable resource for researchers, practitioners, and stakeholders in the video domain. It offers insights into cutting-edge algorithms, successful applications, and areas that merit further exploration to advance the field of video recommendation

Computational Intelligence for the Micro Learning

The developments of the Web technology and the mobile devices have blurred the time and space boundaries of people’s daily activities, which enable people to work, entertain, and learn through the mobile device at almost anytime and anywhere. Together with the life-long learning requirement, such technology developments give birth to a new learning style, micro learning. Micro learning aims to effectively utilise learners’ fragmented spare time and carry out personalised learning activities. However, the massive volume of users and the online learning resources force the micro learning system deployed in the context of enormous and ubiquitous data. Hence, manually managing the online resources or user information by traditional methods are no longer feasible. How to utilise computational intelligence based solutions to automatically managing and process different types of massive information is the biggest research challenge for realising the micro learning service. As a result, to facilitate the micro learning service in the big data era efficiently, we need an intelligent system to manage the online learning resources and carry out different analysis tasks. To this end, an intelligent micro learning system is designed in this thesis. The design of this system is based on the service logic of the micro learning service. The micro learning system consists of three intelligent modules: learning material pre-processing module, learning resource delivery module and the intelligent assistant module. The pre-processing module interprets the content of the raw online learning resources and extracts key information from each resource. The pre-processing step makes the online resources ready to be used by other intelligent components of the system. The learning resources delivery module aims to recommend personalised learning resources to the target user base on his/her implicit and explicit user profiles. The goal of the intelligent assistant module is to provide some evaluation or assessment services (such as student dropout rate prediction and final grade prediction) to the educational resource providers or instructors. The educational resource providers can further refine or modify the learning materials based on these assessment results

Affect-based information retrieval

One of the main challenges Information Retrieval (IR) systems face nowadays originates from the semantic gap problem: the semantic difference between a user’s query representation and the internal representation of an information item in a collection. The gap is further widened when the user is driven by an ill-defined information need, often the result of an anomaly in his/her current state of knowledge. The formulated search queries, which are submitted to the retrieval systems to locate relevant items, produce poor results that do not address the users’ information needs. To deal with information need uncertainty IR systems have employed in the past a range of feedback techniques, which vary from explicit to implicit. The first category of feedback techniques necessitates the communication of explicit relevance judgments, in return for better query reformulations and recommendations of relevant results. However, the latter happens at the expense of users’ cognitive resources and, furthermore, introduces an additional layer of complexity to the search process. On the other hand, implicit feedback techniques make inferences on what is relevant based on observations of user search behaviour. By doing so, they disengage users from the cognitive burden of document rating and relevance assessments. However, both categories of RF techniques determine topical relevance with respect to the cognitive and situational levels of interaction, failing to acknowledge the importance of emotions in cognition and decision making. In this thesis I investigate the role of emotions in the information seeking process and develop affective feedback techniques for interactive IR. This novel feedback framework aims to aid the search process and facilitate a more natural and meaningful interaction. I develop affective models that determine topical relevance based on information gathered from various sensory channels, and enhance their performance using personalisation techniques. Furthermore, I present an operational video retrieval system that employs affective feedback to enrich user profiles and offers meaningful recommendations of unseen videos. The use of affective feedback as a surrogate for the information need is formalised as the Affective Model of Browsing. This is a cognitive model that motivates the use of evidence extracted from the psycho-somatic mobilisation that occurs during cognitive appraisal. Finally, I address some of the ethical and privacy issues that arise from the social-emotional interaction between users and computer systems. This study involves questionnaire data gathered over three user studies, from 74 participants of different educational background, ethnicity and search experience. The results show that affective feedback is a promising area of research and it can improve many aspects of the information seeking process, such as indexing, ranking and recommendation. Eventually, it may be that relevance inferences obtained from affective models will provide a more robust and personalised form of feedback, which will allow us to deal more effectively with issues such as the semantic gap

Machine Learning Models for Educational Platforms

Scaling up education online and onlife is presenting numerous key challenges, such as hardly manageable classes, overwhelming content alternatives, and academic dishonesty while interacting remotely. However, thanks to the wider availability of learning-related data and increasingly higher performance computing, Artificial Intelligence has the potential to turn such challenges into an unparalleled opportunity. One of its sub-fields, namely Machine Learning, is enabling machines to receive data and learn for themselves, without being programmed with rules. Bringing this intelligent support to education at large scale has a number of advantages, such as avoiding manual error-prone tasks and reducing the chance that learners do any misconduct. Planning, collecting, developing, and predicting become essential steps to make it concrete into real-world education. This thesis deals with the design, implementation, and evaluation of Machine Learning models in the context of online educational platforms deployed at large scale. Constructing and assessing the performance of intelligent models is a crucial step towards increasing reliability and convenience of such an educational medium. The contributions result in large data sets and high-performing models that capitalize on Natural Language Processing, Human Behavior Mining, and Machine Perception. The model decisions aim to support stakeholders over the instructional pipeline, specifically on content categorization, content recommendation, learners’ identity verification, and learners’ sentiment analysis. Past research in this field often relied on statistical processes hardly applicable at large scale. Through our studies, we explore opportunities and challenges introduced by Machine Learning for the above goals, a relevant and timely topic in literature. Supported by extensive experiments, our work reveals a clear opportunity in combining human and machine sensing for researchers interested in online education. Our findings illustrate the feasibility of designing and assessing Machine Learning models for categorization, recommendation, authentication, and sentiment prediction in this research area. Our results provide guidelines on model motivation, data collection, model design, and analysis techniques concerning the above applicative scenarios. Researchers can use our findings to improve data collection on educational platforms, to reduce bias in data and models, to increase model effectiveness, and to increase the reliability of their models, among others. We expect that this thesis can support the adoption of Machine Learning models in educational platforms even more, strengthening the role of data as a precious asset. The thesis outputs are publicly available at https://www.mirkomarras.com