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1. f-GAIL: Learning f-Divergence for Generative Adversarial Imitation Learning

   Zhang, Xin; Li, Yanhua; Zhang, Ziming; Zhang, Zhi-Li (January 2020, Advances in neural information processing systems)

   null (Ed.)

   Imitation learning (IL) aims to learn a policy from expert demonstrations that minimizes the discrepancy between the learner and expert behaviors. Various imitation learning algorithms have been proposed with different pre-determined divergences to quantify the discrepancy. This naturally gives rise to the following question: Given a set of expert demonstrations, which divergence can recover the expert policy more accurately with higher data efficiency? In this work, we propose f-GAIL – a new generative adversarial imitation learning model – that automatically learns a discrepancy measure from the f-divergence family as well as a policy capable of producing expert-like behaviors. Compared with IL baselines with various predefined divergence measures, f-GAIL learns better policies with higher data efficiency in six physics-based control tasks. 

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2. Zero-Shot Reward Specification via Grounded Natural Language

   Parsa Mahmoudieh; Deepak Pathak; Trevor Darrell (July 2022, International Conference on Machine Learning)

   Reward signals in reinforcement learning are expensive to design and often require access to the true state which is not available in the real world. Common alternatives are usually demonstrations or goal images which can be labor-intensive to collect. On the other hand, text descriptions provide a general, natural, and low-effort way of communicating the desired task. However, prior works in learning text-conditioned policies still rely on rewards that are defined using either true state or labeled expert demonstrations. We use recent developments in building large-scale visuolanguage models like CLIP to devise a framework that generates the task reward signal just from goal text description and raw pixel observations which is then used to learn the task policy. We evaluate the proposed framework on control and robotic manipulation tasks. Finally, we distill the individual task policies into a single goal text conditioned policy that can generalize in a zero-shot manner to new tasks with unseen objects and unseen goal text descriptions. 

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3. ZAS-F: A Zero-Shot Abstract Sub-Goal Framework Empowers Robots for Long Horizontal Inventory Tasks

   https://doi.org/10.1109/ACCESS.2025.3564871  

   Wu, Yongshuai; Zhang, Jian; Wu, Shaoen; Mao, Shiwen; Wang, Ying (April 2025, IEEE Access)

   Long-horizon tasks in unstructured environments are notoriously challenging for robots because they require the prediction of extensive action plans with thousands of steps while adapting to ever-changing conditions by reasoning among multimodal sensing spaces. Humans can efficiently tackle such compound problems by breaking them down into easily reachable abstract sub-goals, significantly reducing complexity. Inspired by this ability, we explore how we can enable robots to acquire sub-goal formulation skills for long-horizon tasks and generalize them to novel situations and environments. To address these challenges, we propose the Zero-shot Abstract Sub-goal Framework (ZAS-F), which empowers robots to decompose overarching action plans into transferable abstract sub-goals, thereby providing zero-shot capability in new task conditions. ZAS-F is an imitation-learning-based method that efficiently learns a task policy from a few demonstrations. The learned policy extracts abstract features from multimodal and extensive temporal observations and subsequently uses these features to predict task-agnostic sub-goals by reasoning about their latent relations. We evaluated ZAS-F in radio frequency identification (RFID) inventory tasks across various dynamic environments, a typical long-horizon task requiring robots to handle unpredictable conditions, including unseen objects and structural layouts. Ourexperiments demonstrated that ZAS-F achieves a learning efficiency 30 times higher than previous methods, requiring only 8k demonstrations. Compared to prior approaches, ZAS-F achieves a 98.3% scanning accuracy while significantly reducing the training data requirement. Further, ZAS-F demonstrated strong generalization, maintaining a scan success rate of 99.4% in real-world deployment without additional finetuning. In long-term operations spanning 100 rooms, ZAS-F maintained consistent performance compared to short-term tasks, highlighting its robustness against compounding errors. These results establish ZAS-F as an efficient and adaptable solution for long-horizon robotic tasks in unstructured environments. 

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4. Exploring the Impact of Simple Explanations and Agency on Batch Deep Reinforcement Learning Induced Pedagogical Policies.

   Sanz Ausin, M; Maniktala, M; Barnes, T; Chi, M. (January 2020, Artificial Intelligence in Education. AIED 2020)

   null (Ed.)

   In recent years, Reinforcement learning (RL), especially Deep RL (DRL), has shown outstanding performance in video games from Atari, Mario, to StarCraft. However, little evidence has shown that DRL can be successfully applied to real-life human-centric tasks such as education or healthcare. Different from classic game-playing where the RL goal is to make an agent smart, in human-centric tasks the ultimate RL goal is to make the human-agent interactions productive and fruitful. Additionally, in many real-life human-centric tasks, data can be noisy and limited. As a sub-field of RL, batch RL is designed for handling situations where data is limited yet noisy, and building simulations is challenging. In two consecutive classroom studies, we investigated applying batch DRL to the task of pedagogical policy induction for an Intelligent Tutoring System (ITS), and empirically evaluated the effectiveness of induced pedagogical policies. In Fall 2018 (F18), the DRL policy is compared against an expert-designed baseline policy and in Spring 2019 (S19), we examined the impact of explaining the batch DRL-induced policy with student decisions and the expert baseline policy. Our results showed that 1) while no significant difference was found between the batch RL-induced policy and the expert policy in F18, the batch RL-induced policy with simple explanations significantly improved students’ learning performance more than the expert policy alone in S19; and 2) no significant differences were found between the student decision making and the expert policy. Overall, our results suggest that pairing simple explanations with induced RL policies can be an important and effective technique for applying RL to real-life human-centric tasks. 

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5. Learning from Interventions Using Hierarchical Policies for Safe Learning

   https://doi.org/10.1609/aaai.v34i06.6602  

   Bi, Jing; Dhiman, Vikas; Xiao, Tianyou; Xu, Chenliang (June 2020, Proceedings of the AAAI Conference on Artificial Intelligence)

   Learning from Demonstrations (LfD) via Behavior Cloning (BC) works well on multiple complex tasks. However, a limitation of the typical LfD approach is that it requires expert demonstrations for all scenarios, including those in which the algorithm is already well-trained. The recently proposed Learning from Interventions (LfI) overcomes this limitation by using an expert overseer. The expert overseer only intervenes when it suspects that an unsafe action is about to be taken. Although LfI significantly improves over LfD, the state-of-the-art LfI fails to account for delay caused by the expert's reaction time and only learns short-term behavior. We address these limitations by 1) interpolating the expert's interventions back in time, and 2) by splitting the policy into two hierarchical levels, one that generates sub-goals for the future and another that generates actions to reach those desired sub-goals. This sub-goal prediction forces the algorithm to learn long-term behavior while also being robust to the expert's reaction time. Our experiments show that LfI using sub-goals in a hierarchical policy framework trains faster and achieves better asymptotic performance than typical LfD. 

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