Recommending personalized learning materials for online language learning is challenging because we typically lack data about the student's ability and the relative difficulty of learning materials. This makes it hard to recommend appropriate content that matches the student's prior knowledge. In this paper, we propose a refined hierarchical knowledge structure to model vocabulary knowledge, which enables us to automatically organize the authentic and up-to-date learning materials collected from the internet. Based on this knowledge structure, we then introduce a hybrid approach to recommend learning materials that adapts to a student's language level. We evaluate our work with an online Japanese learning tool and the results suggest adding adaptivity into material recommendation significantly increases student engagement.

3D construction sandbox games such as Minecraft have provided new opportunities for people to express their creativity. However, individual players have few tools to help them learn about architectural style or how to improve the structure they are building. Ideally, players could utilize tools that capitalize on the large numbers of 3D models built by others to offer guidance for their particular project. We trained a neural network to classify a large collection of Minecraft models from various websites in terms of style (Ancient, Asian, Medieval, or Modern). We present experimental results demonstrating that our model can classify the user-indicated style of a structure with 55% accuracy. We further demonstrate use of this model to highlight nearest neighbors to a specific query structure. We have integrated these tools into a Minecraft Mod that allows players to classify their structure's style and view nearest neighbors in real-time.

Language students are most engaged while reading texts at an appropriate difficulty level. However, existing methods of evaluating text difficulty focus mainly on vocabulary and do not prioritize grammatical features, hence they do not work well for language learners with limited knowledge of grammar. In this paper, we introduce grammatical templates, the expert-identified units of grammar that students learn from class, as an important feature of text difficulty evaluation. Experimental classification results show that grammatical template features significantly improve text difficulty prediction accuracy over baseline readability features by 7.4%. Moreover, we build a simple and human-understandable text difficulty evaluation approach with 87.7% accuracy, using only 5 grammatical template features.

Game balancing is the fine-tuning phase in which a functioning game is adjusted to be deep, fair, and interesting. Balancing is difficult and time-consuming, as designers must repeatedly tweak parameters, and run lengthy playtests to evaluate the effects of these changes. If designers could receive immediate feedback on their designs, they could explore a vast space of variations, and select only the most promising games for playtesting. Such automated design feedback has been difficult to achieve, as there is no mathematical formulation of game balance that unifies many of its forms. We argue for a formulation in which carefully restricted agents are played against standard agents. We develop this restricted-play balance framework, and evaluate its utility by building a tool capable of calculating measures of balance for a large family of games. By applying this tool to an educational card game, we demonstrate how the framework and tool allow designers to rapidly evaluate and iterate on the balance of their games.