Sebastian Lopez-Cot

Dong-Ki Kim, Miao Liu, Matthew Riemer et al.

A fundamental challenge in multiagent reinforcement learning is to learn beneficial behaviors in a shared environment with other simultaneously learning agents. In particular, each agent perceives the environment as effectively non-stationary due to the changing policies of other agents. Moreover, each agent is itself constantly learning, leading to natural non-stationarity in the distribution of experiences encountered. In this paper, we propose a novel meta-multiagent policy gradient theorem that directly accounts for the non-stationary policy dynamics inherent to multiagent learning settings. This is achieved by modeling our gradient updates to consider both an agent's own non-stationary policy dynamics and the non-stationary policy dynamics of other agents in the environment. We show that our theoretically grounded approach provides a general solution to the multiagent learning problem, which inherently comprises all key aspects of previous state of the art approaches on this topic. We test our method on a diverse suite of multiagent benchmarks and demonstrate a more efficient ability to adapt to new agents as they learn than baseline methods across the full spectrum of mixed incentive, competitive, and cooperative domains.

Dong-Ki Kim, Miao Liu, Shayegan Omidshafiei et al.

Collective learning can be greatly enhanced when agents effectively exchange knowledge with their peers. In particular, recent work studying agents that learn to teach other teammates has demonstrated that action advising accelerates team-wide learning. However, the prior work has simplified the learning of advising policies by using simple function approximations and only considered advising with primitive (low-level) actions, limiting the scalability of learning and teaching to complex domains. This paper introduces a novel learning-to-teach framework, called hierarchical multiagent teaching (HMAT), that improves scalability to complex environments by using the deep representation for student policies and by advising with more expressive extended action sequences over multiple levels of temporal abstraction. Our empirical evaluations demonstrate that HMAT improves team-wide learning progress in large, complex domains where previous approaches fail. HMAT also learns teaching policies that can effectively transfer knowledge to different teammates with knowledge of different tasks, even when the teammates have heterogeneous action spaces.