Elaine Schaertl Short

Hang Yu, Qidi Fang, Shijie Fang et al.

Enhancing the expressiveness of human teaching is vital for both improving robots' learning from humans and the human-teaching-robot experience. In this work, we characterize and test a little-used teaching signal: \textit{progress}, designed to represent the completion percentage of a task. We conducted two online studies with 76 crowd-sourced participants and one public space study with 40 non-expert participants to validate the capability of this progress signal. We find that progress indicates whether the task is successfully performed, reflects the degree of task completion, identifies unproductive but harmless behaviors, and is likely to be more consistent across participants. Furthermore, our results show that giving progress does not require extra workload and time. An additional contribution of our work is a dataset of 40 non-expert demonstrations from the public space study through an ice cream topping-adding task, which we observe to be multi-policy and sub-optimal, with sub-optimality not only from teleoperation errors but also from exploratory actions and attempts. The dataset is available at https://github.com/TeachingwithProgress/Non-Expert\_Demonstrations.

Jindan Huang, Isaac Sheidlower, Reuben M. Aronson et al.

Human-in-the-loop learning is gaining popularity, particularly in the field of robotics, because it leverages human knowledge about real-world tasks to facilitate agent learning. When people instruct robots, they naturally adapt their teaching behavior in response to changes in robot performance. While current research predominantly focuses on integrating human teaching dynamics from an algorithmic perspective, understanding these dynamics from a human-centered standpoint is an under-explored, yet fundamental problem. Addressing this issue will enhance both robot learning and user experience. Therefore, this paper explores one potential factor contributing to the dynamic nature of human teaching: robot errors. We conducted a user study to investigate how the presence and severity of robot errors affect three dimensions of human teaching dynamics: feedback granularity, feedback richness, and teaching time, in both forced-choice and open-ended teaching contexts. The results show that people tend to spend more time teaching robots with errors, provide more detailed feedback over specific segments of a robot's trajectory, and that robot error can influence a teacher's choice of feedback modality. Our findings offer valuable insights for designing effective interfaces for interactive learning and optimizing algorithms to better understand human intentions.

Isaac Sheidlower, Jindan Huang, James Staley et al.

Robot Foundation Models (RFMs) represent a promising approach to developing general-purpose home robots. Given the broad capabilities of RFMs, users will inevitably ask an RFM-based robot to perform tasks that the RFM was not trained or evaluated on. In these cases, it is crucial that users understand the risks associated with attempting novel tasks due to the relatively high cost of failure. Furthermore, an informed user who understands an RFM's capabilities will know what situations and tasks the robot can handle. In this paper, we study how non-roboticists interpret performance information from RFM evaluations. These evaluations typically report task success rate (TSR) as the primary performance metric. While TSR is intuitive to experts, it is necessary to validate whether novices also use this information as intended. Toward this end, we conducted a study in which users saw real evaluation data, including TSR, failure case descriptions, and videos from multiple published RFM research projects. The results highlight that non-experts not only use TSR in a manner consistent with expert expectations but also highly value other information types, such as failure cases that are not often reported in RFM evaluations. Furthermore, we find that users want access to both real data from previous evaluations of the RFM and estimates from the robot about how well it will do on a novel task.

Isaac Sheidlower, Mavis Murdock, Emma Bethel et al.

Reinforcement Learning (RL) is an effective method for robots to learn tasks. However, in typical RL, end-users have little to no control over how the robot does the task after the robot has been deployed. To address this, we introduce the idea of online behavior modification, a paradigm in which users have control over behavior features of a robot in real time as it autonomously completes a task using an RL-trained policy. To show the value of this user-centered formulation for human-robot interaction, we present a behavior diversity based algorithm, Adjustable Control Of RL Dynamics (ACORD), and demonstrate its applicability to online behavior modification in simulation and a user study. In the study (n=23) users adjust the style of paintings as a robot traces a shape autonomously. We compare ACORD to RL and Shared Autonomy (SA), and show ACORD affords user-preferred levels of control and expression, comparable to SA, but with the potential for autonomous execution and robustness of RL.

Isaac Sheidlower, Reuben Aronson, Elaine Schaertl Short

Foundation models are a promising path toward general-purpose and user-friendly robots. The prevalent approach involves training a generalist policy that, like a reinforcement learning policy, uses observations to output actions. Although this approach has seen much success, several concerns arise when considering deployment and end-user interaction with these systems. In particular, the lack of modularity between tasks means that when model weights are updated (e.g., when a user provides feedback), the behavior in other, unrelated tasks may be affected. This can negatively impact the system's interpretability and usability. We present an alternative approach to the design of robot foundation models, Diffusion for Policy Parameters (DPP), which generates stand-alone, task-specific policies. Since these policies are detached from the foundation model, they are updated only when a user wants, either through feedback or personalization, allowing them to gain a high degree of familiarity with that policy. We demonstrate a proof-of-concept of DPP in simulation then discuss its limitations and the future of interpretable foundation models.

Shijie Fang, Hang Yu, Qidi Fang et al.

Learning from Demonstration (LfD) is a popular approach for robots to acquire new skills, but most LfD methods suffer from imperfections in human demonstrations. Prior work typically treats these suboptimalities as random noise. In this paper we study non-optimal behaviors in non-expert demonstrations and show that they are systematic, forming what we call demonstration sidetracks. Using a public space study with 40 participants performing a long-horizon robot task, we recreated the setup in simulation and annotated all demonstrations. We identify four types of sidetracks (Exploration, Mistake, Alignment, Pause) and one control pattern (one-dimension control). Sidetracks appear frequently across participants, and their temporal and spatial distribution is tied to task context. We also find that users' control patterns depend on the control interface. These insights point to the need for better models of suboptimal demonstrations to improve LfD algorithms and bridge the gap between lab training and real-world deployment. All demonstrations, infrastructure, and annotations are available at https://github.com/AABL-Lab/Human-Demonstration-Sidetracks.

Isaac Sheidlower, Emma Bethel, Douglas Lilly et al.

It is crucial that users are empowered to take advantage of the functionality of a robot and use their understanding of that functionality to perform novel and creative tasks. Given a robot trained with Reinforcement Learning (RL), a user may wish to leverage that autonomy along with their familiarity of how they expect the robot to behave to collaborate with the robot. One technique is for the user to take control of some of the robot's action space through teleoperation, allowing the RL policy to simultaneously control the rest. We formalize this type of shared control as Partitioned Control (PC). However, this may not be possible using an out-of-the-box RL policy. For example, a user's control may bring the robot into a failure state from the policy's perspective, causing it to act unexpectedly and hindering the success of the user's desired task. In this work, we formalize this problem and present Imaginary Out-of-Distribution Actions, IODA, an initial algorithm which empowers users to leverage their expectations of a robot's behavior to accomplish new tasks. We deploy IODA in a user study with a real robot and find that IODA leads to both better task performance and a higher degree of alignment between robot behavior and user expectation. We also show that in PC, there is a strong and significant correlation between task performance and the robot's ability to meet user expectations, highlighting the need for approaches like IODA. Code is available at https://github.com/AABL-Lab/ioda_roman_2024

Isaac Sheidlower, Reuben Aronson, Elaine Short

It is crucial that users are empowered to use the functionalities of a robot to creatively solve problems on the fly. A user who has access to a Reinforcement Learning (RL) based robot may want to use the robot's autonomy and their knowledge of its behavior to complete new tasks. One way is for the user to take control of some of the robot's action space through teleoperation while the RL policy simultaneously controls the rest. However, an out-of-the-box RL policy may not readily facilitate this. For example, a user's control may bring the robot into a failure state from the policy's perspective, causing it to act in a way the user is not familiar with, hindering the success of the user's desired task. In this work, we formalize this problem and present Imaginary Out-of-Distribution Actions, IODA, an initial algorithm for addressing that problem and empowering user's to leverage their expectation of a robot's behavior to accomplish new tasks.

Elaine Schaertl Short, Dale Short, Yifeng Fu et al.

We present the design of the Stewart Platform Robot for Interactive Tabletop Engagement (SPRITE). This robot is designed for use in socially assistive robotics, a field focusing on non-contact social interaction to help people achieve goals relating to health, wellness, and education. We describe a series of design goals for a tabletop, socially assistive robot, including expressive movement, affective communication, a friendly, nonthreatening, and customizable appearance, and a safe, robust, and easily-repaired mechanical design.

Andre Cleaver, Faizan Muhammad, Amel Hassan et al.

Establishing common ground between an intelligent robot and a human requires communication of the robot's intention, behavior, and knowledge to the human to build trust and assure safety in a shared environment. This paper introduces SENSAR (Seeing Everything iN Situ with Augmented Reality), an augmented reality robotic system that enables robots to communicate their sensory and cognitive data in context over the real-world with rendered graphics, allowing a user to understand, correct, and validate the robot's perception of the world. Our system aims to support human-robot interaction research by establishing common ground where the perceptions of the human and the robot align.

Akanksha Saran, Ruohan Zhang, Elaine Schaertl Short et al.

Human gaze is known to be an intention-revealing signal in human demonstrations of tasks. In this work, we use gaze cues from human demonstrators to enhance the performance of agents trained via three popular imitation learning methods -- behavioral cloning (BC), behavioral cloning from observation (BCO), and Trajectory-ranked Reward EXtrapolation (T-REX). Based on similarities between the attention of reinforcement learning agents and human gaze, we propose a novel approach for utilizing gaze data in a computationally efficient manner, as part of an auxiliary loss function, which guides a network to have higher activations in image regions where the human's gaze fixated. This work is a step towards augmenting any existing convolutional imitation learning agent's training with auxiliary gaze data. Our auxiliary coverage-based gaze loss (CGL) guides learning toward a better reward function or policy, without adding any additional learnable parameters and without requiring gaze data at test time. We find that our proposed approach improves the performance by 95% for BC, 343% for BCO, and 390% for T-REX, averaged over 20 different Atari games. We also find that compared to a prior state-of-the-art imitation learning method assisted by human gaze (AGIL), our method achieves better performance, and is more efficient in terms of learning with fewer demonstrations. We further interpret trained CGL agents with a saliency map visualization method to explain their performance. At last, we show that CGL can help alleviate a well-known causal confusion problem in imitation learning.

Adam Allevato, Elaine Schaertl Short, Mitch Pryor et al.

As researchers teach robots to perform more and more complex tasks, the need for realistic simulation environments is growing. Existing techniques for closing the reality gap by approximating real-world physics often require extensive real world data and/or thousands of simulation samples. This paper presents TuneNet, a new machine learning-based method to directly tune the parameters of one model to match another using an *iterative residual tuning* technique. TuneNet estimates the parameter difference between two models using a single observation from the target and minimal simulation, allowing rapid, accurate and sample-efficient parameter estimation. The system can be trained via supervised learning over an auto-generated simulated dataset. We show that TuneNet can perform system identification, even when the true parameter values lie well outside the distribution seen during training, and demonstrate that simulators tuned with TuneNet outperform existing techniques for predicting rigid body motion. Finally, we show that our method can estimate real-world parameter values, allowing a robot to perform sim-to-real task transfer on a dynamic manipulation task unseen during training. Code and videos are available online at http://bit.ly/2lf1bAw.

Akanksha Saran, Elaine Schaertl Short, Andrea Thomaz et al.

Human gaze is known to be a strong indicator of underlying human intentions and goals during manipulation tasks. This work studies gaze patterns of human teachers demonstrating tasks to robots and proposes ways in which such patterns can be used to enhance robot learning. Using both kinesthetic teaching and video demonstrations, we identify novel intention-revealing gaze behaviors during teaching. These prove to be informative in a variety of problems ranging from reference frame inference to segmentation of multi-step tasks. Based on our findings, we propose two proof-of-concept algorithms which show that gaze data can enhance subtask classification for a multi-step task up to 6% and reward inference and policy learning for a single-step task up to 67%. Our findings provide a foundation for a model of natural human gaze in robot learning from demonstration settings and present open problems for utilizing human gaze to enhance robot learning.

Reymundo A. Gutierrez, Elaine Schaertl Short, Scott Niekum et al.

Robots operating in real-world human environments will likely encounter task execution failures. To address this, we would like to allow co-present humans to refine the robot's task model as errors are encountered. Existing approaches to task model modification require reasoning over the entire dataset and model, limiting the rate of corrective updates. We introduce the State-Indexed Task Updates (SITU) algorithm to efficiently incorporate corrective demonstrations into an existing task model by iteratively making local updates that only require reasoning over a small subset of the model. In future work, we will evaluate this approach with a user study.