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Robot Imitation Learning (IL) is a crucial technique in robot learning, where agents learn by mimicking human demonstrations. However, IL encounters scalability challenges stemming from both non-user-friendly demonstration collection methods and the extensive time required to amass a sufficient number of demonstrations for effective training. In response, we introduce the Augmented Reality for Collection and generAtion of DEmonstrations (ARCADE) framework, designed to scale up demonstration collection for robot manipulation tasks. Our framework combines two key capabilities: 1) it leverages AR to make demonstration collection as simple as users performing daily tasks using their hands, and 2) it enables the automatic generation of additional synthetic demonstrations from a single human-derived demonstration, significantly reducing user effort and time. We assess ARCADE's performance on a real Fetch robot across three robotics tasks: 3-Waypoints-Reach, Push, and Pick-And-Place. Using our framework, we were able to rapidly train a policy using vanilla Behavioral Cloning (BC), a classic IL algorithm, which excelled across these three tasks. We also deploy ARCADE on a real household task, Pouring-Water, achieving an 80% success rate. 

The field of end-user robot programming seeks to develop methods that empower non-expert programmers to task and modify robot operations. In doing so, researchers may enhance robot flexibility and broaden the scope of robot deployments into the real world. We introduce PRogramAR (Programming Robots using Augmented Reality), a novel end-user robot programming system that combines the intuitive visual feedback of augmented reality (AR) with the simplistic and responsive paradigm of trigger-action programming (TAP) to facilitate human-robot collaboration. Through PRogramAR, users are able to rapidly author task rules and desired reactive robot behaviors, while specifying task constraints and observing program feedback contextualized directly in the real world. PRogramAR provides feedback by simulating the robot’s intended behavior and providing instant evaluation of TAP rule executability to help end users better understand and debug their programs during development. In a system validation, 17 end users ranging from ages 18 to 83 used PRogramAR to program a robot to assist them in completing three collaborative tasks. Our results demonstrate how merging the benefits of AR and TAP using elements from prior robot programming research into a single novel system can successfully enhance the robot programming process for non-expert users. 

Human-robot interaction is now an established discipline. Dozens of HRI courses exist at universities worldwide, and some institutions even offer degrees in HRI. However, although many students are being taught HRI, there is no agreed-upon curriculum for an introductory HRI course. In this workshop, we aim to reach community consensus on what should be covered in such a course. Through interactive activities like panels, breakout discussions, and syllabus design, workshop participants will explore the many topics and pedagogical approaches for teaching HRI. They will then distill their findings into a single example introductory HRI curriculum. Output from this workshop will include a short paper explaining this curriculum and an example syllabus that can be used and adapted by HRI educators. 

Large Language Models (LLMs) trained using massive text datasets have recently shown promise in generating action plans for robotic agents from high level text queries. However, these models typically do not consider the robot’s environment, resulting in generated plans that may not actually be executable, due to ambiguities in the planned actions or environmental constraints. In this paper, we propose an approach to generate environmentally-aware action plans that agents are better able to execute. Our approach involves integrating environmental objects and object relations as additional inputs into LLM action plan generation to provide the system with an awareness of its surroundings, resulting in plans where each generated action is mapped to objects present in the scene. We also design a novel scoring function that, along with generating the action steps and associating them with objects, helps the system disambiguate among object instances and take into account their states. We evaluated our approach using the VirtualHome simulator and the ActivityPrograms knowledge base and found that action plans generated from our system had a 310% improvement in executability and a 147% improvement in correctness over prior work. The complete code and a demo of our method is publicly available at https://github.com/hri-ironlab/scene_aware_language_planner. 

Virtual, Augmented, and Mixed Reality for Human-Robot Interaction (VAM-HRI) has been gaining considerable attention in HRI research in recent years. However, the HRI community lacks a set of shared terminology and framework for characterizing aspects of mixed reality interfaces, presenting serious problems for future research. Therefore, it is important to have a common set of terms and concepts that can be used to precisely describe and organize the diverse array of work being done within the field. In this article, we present a novel taxonomic framework for different types of VAM-HRI interfaces, composed of four main categories of virtual design elements (VDEs). We present and justify our taxonomy and explain how its elements have been developed over the past 30 years as well as the current directions VAM-HRI is headed in the coming decade. 

Learning from Demonstration (LfD) enables novice users to teach robots new skills. However, many LfD methods do not facilitate skill maintenance and adaptation. Changes in task requirements or in the environment often reveal the lack of resiliency and adaptability in the skill model. To overcome these limitations, we introduce ARC-LfD: an Augmented Reality (AR) interface for constrained Learning from Demonstration that allows users to maintain, update, and adapt learned skills. This is accomplished through insitu visualizations of learned skills and constraint-based editing of existing skills without requiring further demonstration. We describe the existing algorithmic basis for this system as well as our Augmented Reality interface and the novel capabilities it provides. Finally, we provide three case studies that demonstrate how ARC-LfD enables users to adapt to changes in the environment or task which require a skill to be altered after initial teaching has taken place.