Abstract-In shared autonomy, user input is combined with semi-autonomous control to achieve a common goal. The goal is often unknown ex-ante, so prior work enables agents to infer the goal from user input and assist with the task. Such methods tend to assume some combination of knowledge of the dynamics of the environment, the user's policy given their goal, and the set of possible goals the user might target, which limits their application to real-world scenarios. We propose a deep reinforcement learning framework for model-free shared autonomy that lifts these assumptions. We use human-in-the-loop reinforcement learning with neural network function approximation to learn an end-to-end mapping from environmental observation and user input to agent action values, with task reward as the only form of supervision. This approach poses the challenge of following user commands closely enough to provide the user with real-time action feedback and thereby ensure high-quality user input, but also deviating from the user's actions when they are suboptimal. We balance these two needs by discarding actions whose values fall below some threshold, then selecting the remaining action closest to the user's input. Controlled studies with users (n = 12) and synthetic pilots playing a video game, and a pilot study with users (n = 4) flying a real quadrotor, demonstrate the ability of our algorithm to assist users with real-time control tasks in which the agent cannot directly access the user's private information through observations, but receives a reward signal and user input that both depend on the user's intent. The agent learns to assist the user without access to this private information, implicitly inferring it from the user's input. This enables the assisted user to complete the task more effectively than the user or an autonomous agent could on their own. This paper is a proof of concept that illustrates the potential for deep reinforcement learning to enable flexible and practical assistive systems.
Students in online courses generate large amounts of data that can be used to personalize the learning process and improve quality of education. In this paper, we present the Latent Skill Embedding (LSE), a probabilistic model of students and educational content that can be used to recommend personalized sequences of lessons with the goal of helping students prepare for specific assessments. Akin to collaborative filtering for recommender systems, the algorithm does not require students or content to be described by features, but it learns a representation using access traces. We formulate this problem as a regularized maximum-likelihood embedding of students, lessons, and assessments from historical student-content interactions. An empirical evaluation on large-scale data from Knewton, an adaptive learning technology company, shows that this approach predicts assessment results competitively with benchmark models and is able to discriminate between lesson sequences that lead to mastery and failure.
Autonomous robots often encounter challenging situations where their control policies fail and an expert human operator must briefly intervene, e.g., through teleoperation. In settings where multiple robots act in separate environments, a single human operator can manage a fleet of robots by identifying and teleoperating one robot at any given time. The key challenge is that users have limited attention: as the number of robots increases, users lose the ability to decide which robot requires teleoperation the most. Our goal is to automate this decision, thereby enabling users to supervise more robots than their attention would normally allow for. Our insight is that we can model the user's choice of which robot to control as an approximately optimal decision that maximizes the user's utility function. We learn a model of the user's preferences from observations of the user's choices in easy settings with a few robots, and use it in challenging settings with more robots to automatically identify which robot the user would most likely choose to control, if they were able to evaluate the states of all robots at all times. We run simulation experiments and a user study with twelve participants that show our method can be used to assist users in performing a navigation task and manipulator reaching task.
In this paper, we first describe a framework to model the sponsored search auction on the web as a mechanism design problem. Using this framework, we design a novel auction which we call the OPT (optimal)
In the study of human learning, there is broad evidence that our ability to retain information improves with repeated exposure and decays with delay since last exposure. This plays a crucial role in the design of educational software, leading to a trade-off between teaching new material and reviewing what has already been taught. A common way to balance this trade-off is spaced repetition, which uses periodic review of content to improve long-term retention. Though spaced repetition is widely used in practice, e.g., in electronic flashcard software, there is little formal understanding of the design of these systems. Our paper addresses this gap in three ways. First, we mine log data from spaced repetition software to establish the functional dependence of retention on reinforcement and delay. Second, we use this memory model to develop a stochastic model for spaced repetition systems. We propose a queueing network model of the Leitner system for reviewing flashcards, along with a heuristic approximation that admits a tractable optimization problem for review scheduling. Finally, we empirically evaluate our queueing model through a Mechanical Turk experiment, verifying a key qualitative prediction of our model: the existence of a sharp phase transition in learning outcomes upon increasing the rate of new item introductions.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.