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1. GO-DICE: Goal-Conditioned Option-Aware Offline Imitation Learning via Stationary Distribution Correction Estimation

   https://doi.org/10.1609/aaai.v38i11.29172  

   Jain, Abhinav; Unhelkar, Vaibhav (March 2024, Proceedings of the AAAI Conference on Artificial Intelligence)

   Offline imitation learning (IL) refers to learning expert behavior solely from demonstrations, without any additional interaction with the environment. Despite significant advances in offline IL, existing techniques find it challenging to learn policies for long-horizon tasks and require significant re-training when task specifications change. Towards addressing these limitations, we present GO-DICE an offline IL technique for goal-conditioned long-horizon sequential tasks. GO-DICE discerns a hierarchy of sub-tasks from demonstrations and uses these to learn separate policies for sub-task transitions and action execution, respectively; this hierarchical policy learning facilitates long-horizon reasoning.Inspired by the expansive DICE-family of techniques, policy learning at both the levels transpires within the space of stationary distributions. Further, both policies are learnt with goal conditioning to minimize need for retraining when task goals change. Experimental results substantiate that GO-DICE outperforms recent baselines, as evidenced by a marked improvement in the completion rate of increasingly challenging pick-and-place Mujoco robotic tasks. GO-DICE is also capable of leveraging imperfect demonstration and partial task segmentation when available, both of which boost task performance relative to learning from expert demonstrations alone. 

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2. MUTEX: Learning Unified Policies from Multimodal Task Specifications

   Shah, Rutav; Martín-Martín, Roberto; Zhu, Yuke (November 2023, Conference on Robot Learning)

   Humans use different modalities, such as speech, text, images, videos, etc., to communicate their intent and goals with teammates. For robots to become better assistants, we aim to endow them with the ability to follow instructions and understand tasks specified by their human partners. Most robotic policy learning methods have focused on one single modality of task specification while ignoring the rich cross-modal information. We present MUTEX, a unified approach to policy learning from multimodal task specifications. It trains a transformer-based architecture to facilitate cross-modal reasoning, combining masked modeling and cross-modal matching objectives in a two-stage training procedure. After training, MUTEX can follow a task specification in any of the six learned modalities (video demonstrations, goal images, text goal descriptions, text instructions, speech goal descriptions, and speech instructions) or a combination of them. We systematically evaluate the benefits of MUTEX in a newly designed dataset with 100 tasks in simulation and 50 tasks in the real world, annotated with multiple instances of task specifications in different modalities, and observe improved performance over methods trained specifically for any single modality. 

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3. A Generalized Apprenticeship Learning Framework for Modeling Heterogeneous Student Pedagogical Strategies

   Islam, M M; Yang, X; Hostetter, J W; Saha, A S; Chi, M (July 2024, EDM)

   A key challenge in e-learning environments like Intelligent Tutoring Systems (ITSs) is to induce effective pedagogical policies efficiently. While Deep Reinforcement Learning (DRL) often suffers from \textbf{\emph{sample inefficiency}} and \textbf{\emph{reward function}} design difficulty, Apprenticeship Learning (AL) algorithms can overcome them. However, most AL algorithms can not handle heterogeneity as they assume all demonstrations are generated with a homogeneous policy driven by a single reward function. Still, some AL algorithms which consider heterogeneity, often can not generalize to large continuous state space and only work with discrete states. In this paper, we propose an expectation-maximization(EM)-EDM, a general AL framework to induce effective pedagogical policies from given optimal or near-optimal demonstrations, which are assumed to be driven by heterogeneous reward functions. We compare the effectiveness of the policies induced by our proposed EM-EDM against four AL-based baselines and two policies induced by DRL on two different but related tasks that involve pedagogical action prediction. Our overall results showed that, for both tasks, EM-EDM outperforms the four AL baselines across all performance metrics and the two DRL baselines. This suggests that EM-EDM can effectively model complex student pedagogical decision-making processes through the ability to manage a large, continuous state space and adapt to handle diverse and heterogeneous reward functions with very few given demonstrations. 

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4. Learning from Demonstration Framework for Multi-Robot Systems Using Interaction Keypoints and Soft Actor-Critic Methods

   https://doi.org/10.1109/IROS58592.2024.10802324  

   Venkatesh, Vishnunandan_L N; Min, Byung-Cheol (October 2024, IEEE)

   Learning from Demonstration (LfD) is a promising approach to enable Multi-Robot Systems (MRS) to acquire complex skills and behaviors. However, the intricate interactions and coordination challenges in MRS pose significant hurdles for effective LfD. In this paper, we present a novel LfD framework specifically designed for MRS, which leverages visual demonstrations to capture and learn from robot-robot and robot-object interactions. Our framework introduces the concept of Interaction Keypoints (IKs) to transform the visual demonstrations into a representation that facilitates the inference of various skills necessary for the task. The robots then execute the task using sensorimotor actions and reinforcement learning (RL) policies when required. A key feature of our approach is the ability to handle unseen contact-based skills that emerge during the demonstration. In such cases, RL is employed to learn the skill using a classifier-based reward function, eliminating the need for manual reward engineering and ensuring adaptability to environmental changes. We evaluate our framework across a range of mobile robot tasks, covering both behavior-based and contact-based domains. The results demonstrate the effectiveness of our approach in enabling robots to learn complex multi-robot tasks and behaviors from visual demonstrations. 

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5. Inverse Reinforcement Learning of Interaction Dynamics from Demonstrations

   Mostafa Hussein, Momotaz Begum (January 2019, IEEE International Conference on Robotics and Automation)

   This paper presents a framework to learn the reward function underlying high-level sequential tasks from demonstrations. The purpose of reward learning, in the context of learning from demonstration (LfD), is to generate policies that mimic the demonstrator’s policies, thereby enabling imitation learning. We focus on a human-robot interaction(HRI) domain where the goal is to learn and model structured interactions between a human and a robot. Such interactions can be modeled as a partially observable Markov decision process (POMDP) where the partial observability is caused by uncertainties associated with the ways humans respond to different stimuli. The key challenge in finding a good policy in such a POMDP is determining the reward function that was observed by the demonstrator. Existing inverse reinforcement learning(IRL) methods for POMDPs are computationally very expensive and the problem is not well understood. In comparison, IRL algorithms for Markov decision process (MDP) are well defined and computationally efficient. We propose an approach of reward function learning for high-level sequential tasks from human demonstrations where the core idea is to reduce the underlying POMDP to an MDP and apply any efficient MDP-IRL algorithm. Our extensive experiments suggest that the reward function learned this way generates POMDP policies that mimic the policies of the demonstrator well. 

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