Reuben M. Aronson

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.

Benjamin A. Newman, Reuben M. Aronson, Siddartha S. Srinivasa et al.

We present the Human And Robot Multimodal Observations of Natural Interactive Collaboration (HARMONIC) data set. This is a large multimodal data set of human interactions with a robotic arm in a shared autonomy setting designed to imitate assistive eating. The data set provides human, robot, and environmental data views of twenty-four different people engaged in an assistive eating task with a 6 degree-of-freedom (DOF) robot arm. From each participant, we recorded video of both eyes, egocentric video from a head-mounted camera, joystick commands, electromyography from the forearm used to operate the joystick, third person stereo video, and the joint positions of the 6 DOF robot arm. Also included are several features that come as a direct result of these recordings, such as eye gaze projected onto the egocentric video, body pose, hand pose, and facial keypoints. These data streams were collected specifically because they have been shown to be closely related to human mental states and intention. This data set could be of interest to researchers studying intention prediction, human mental state modeling, and shared autonomy. Data streams are provided in a variety of formats such as video and human-readable CSV and YAML files.