Christopher A McClurg

Christopher A. McClurg, Alan R. Wagner

Virtual reality (VR) has emerged as a powerful tool for evaluating school security measures in high-risk scenarios such as school shootings, offering experimental control and high behavioral fidelity. However, assessing new interventions in VR requires recruiting new participant cohorts for each condition, making large-scale or iterative evaluation difficult. These limitations are especially restrictive when attempting to learn effective intervention strategies, which typically require many training episodes. To address this challenge, we develop a data-driven discrete-event simulator (DES) that models shooter movement and in-region actions as stochastic processes learned from participant behavior in VR studies. We use the simulator to examine the impact of a robot-based shooter intervention strategy. Once shown to reproduce key empirical patterns, the DES enables scalable evaluation and learning of intervention strategies that are infeasible to train directly with human subjects. Overall, this work demonstrates a high-to-mid fidelity simulation workflow that provides a scalable surrogate for developing and evaluating autonomous school-security interventions.

Christopher A McClurg, Alan R Wagner

We advance the understanding of robotic intervention in high-risk scenarios by examining their potential to distract and impede a school shooter. To evaluate this concept, we conducted a virtual reality study with 150 university participants role-playing as a school shooter. Within the simulation, an autonomous robot predicted the shooter's movements and positioned itself strategically to interfere and distract. The strategy the robot used to approach the shooter was manipulated -- either moving directly in front of the shooter (aggressive) or maintaining distance (passive) -- and the distraction method, ranging from no additional cues (low), to siren and lights (medium), to siren, lights, and smoke to impair visibility (high). An aggressive, high-distraction robot reduced the number of victims by 46.6% relative to a no-robot control. This outcome underscores both the potential of robotic intervention to enhance safety and the pressing ethical questions surrounding their use in school environments.

Christopher McClurg, Ali Ayub, Harsh Tyagi et al.

For real-world applications, robots will need to continually learn in their environments through limited interactions with their users. Toward this, previous works in few-shot class incremental learning (FSCIL) and active class selection (ACS) have achieved promising results but were tested in constrained setups. Therefore, in this paper, we combine ideas from FSCIL and ACS to develop a novel framework that can allow an autonomous agent to continually learn new objects by asking its users to label only a few of the most informative objects in the environment. To this end, we build on a state-of-the-art (SOTA) FSCIL model and extend it with techniques from ACS literature. We term this model Few-shot Incremental Active class SeleCtiOn (FIASco). We further integrate a potential field-based navigation technique with our model to develop a complete framework that can allow an agent to process and reason on its sensory data through the FIASco model, navigate towards the most informative object in the environment, gather data about the object through its sensors and incrementally update the FIASco model. Experimental results on a simulated agent and a real robot show the significance of our approach for long-term real-world robotics applications.