Previous hypergraph expansions are solely carried out on either vertex level or hyperedge level, thereby missing the symmetric nature of data co-occurrence, and resulting in information loss. To address the problem, this paper treats vertices and hyperedges equally and proposes a new hypergraph formulation named the \emph{line expansion (LE)} for hypergraphs learning. The new expansion bijectively induces a homogeneous structure from the hypergraph by treating vertex-hyperedge pairs as "line nodes". By reducing the hypergraph to a simple graph, the proposed \emph{line expansion} makes existing graph learning algorithms compatible with the higher-order structure and has been proven as a unifying framework for various hypergraph expansions. We evaluate the proposed line expansion on five hypergraph datasets, the results show that our method beats SOTA baselines by a significant margin.

As an efficient model for knowledge organization, the knowledge graph has been widely adopted in several fields, e.g., biomedicine, sociology, and education. And there is a steady trend of learning embedding representations of knowledge graphs to facilitate knowledge graph construction and downstream tasks. In general, knowledge graph embedding techniques aim to learn vectorized representations which preserve the structural information of the graph. And conventional embedding learning models rely on structural relationships among entities and relations. However, in educational knowledge graphs, structural relationships are not the focus. Instead, rich literals of the graphs are more valuable. In this paper, we focus on this problem and propose a novel model for embedding learning of educational knowledge graphs. Our model considers both structural and literal information and jointly learns embedding representations. Three experimental graphs were constructed based on an educational knowledge graph which has been applied in real-world teaching. We conducted two experiments on the three graphs and other common benchmark graphs. The experimental results proved the effectiveness of our model and its superiority over other baselines when processing educational knowledge graphs.

In order to facilitate the accesses of general users to knowledge graphs, an increasing effort is being exerted to construct graph-structured queries of given natural language questions. At the core of the construction is to deduce the structure of the target query and determine the vertices/edges which constitute the query. Existing query construction methods rely on question understanding and conventional graph-based algorithms which lead to inefficient and degraded performances facing complex natural language questions over knowledge graphs with large scales. In this paper, we focus on this problem and propose a novel framework standing on recent knowledge graph embedding techniques. Our framework first encodes the underlying knowledge graph into a low-dimensional embedding space by leveraging generalized local knowledge graphs. Given a natural language question, the learned embedding representations of the knowledge graph are utilized to compute the query structure and assemble vertices/edges into the target query. Extensive experiments were conducted on the benchmark dataset, and the results demonstrate that our framework outperforms state-of-the-art baseline models regarding effectiveness and efficiency.

Most existing knowledge graphs (KGs) in academic domains suffer from problems of insufficient multi-relational information, name ambiguity and improper data format for large-scale machine pro- cessing. In this paper, we present AceKG, a new large-scale KG in academic domain. AceKG not only provides clean academic information, but also offers a large-scale benchmark dataset for researchers to conduct challenging data mining projects including link prediction, community detection and scholar classification. Specifically, AceKG describes 3.13 billion triples of academic facts based on a consistent ontology, including necessary properties of papers, authors, fields of study, venues and institutes, as well as the relations among them. To enrich the proposed knowledge graph, we also perform entity alignment with existing databases and rule-based inference. Based on AceKG, we conduct experiments of three typical academic data mining tasks and evaluate several state-of- the-art knowledge embedding and network representation learning approaches on the benchmark datasets built from AceKG. Finally, we discuss several promising research directions that benefit from AceKG.