Visuospatial Skill Learning for Robots
This addresses the challenge of simplifying robot skill acquisition for object manipulation tasks, making it more accessible to users without programming expertise, though it appears incremental by integrating existing methods.
The paper tackles the problem of enabling robots to learn human-like visuospatial skills for object manipulation by observing spatial relationships from demonstrations, achieving generalization of multi-operation skills from a single demonstration with minimal prior knowledge.
A novel skill learning approach is proposed that allows a robot to acquire human-like visuospatial skills for object manipulation tasks. Visuospatial skills are attained by observing spatial relationships among objects through demonstrations. The proposed Visuospatial Skill Learning (VSL) is a goal-based approach that focuses on achieving a desired goal configuration of objects relative to one another while maintaining the sequence of operations. VSL is capable of learning and generalizing multi-operation skills from a single demonstration, while requiring minimum prior knowledge about the objects and the environment. In contrast to many existing approaches, VSL offers simplicity, efficiency and user-friendly human-robot interaction. We also show that VSL can be easily extended towards 3D object manipulation tasks, simply by employing point cloud processing techniques. In addition, a robot learning framework, VSL-SP, is proposed by integrating VSL, Imitation Learning, and a conventional planning method. In VSL-SP, the sequence of performed actions are learned using VSL, while the sensorimotor skills are learned using a conventional trajectory-based learning approach. such integration easily extends robot capabilities to novel situations, even by users without programming ability. In VSL-SP the internal planner of VSL is integrated with an existing action-level symbolic planner. Using the underlying constraints of the task and extracted symbolic predicates, identified by VSL, symbolic representation of the task is updated. Therefore the planner maintains a generalized representation of each skill as a reusable action, which can be used in planning and performed independently during the learning phase. The proposed approach is validated through several real-world experiments.