Learning by Demonstration

Motivation: While recent advances in robotics research bring robots closer to entering our daily lives, real-world uses of autonomous robots are very limited. One of the main reasons for this is that designing robot controllers is still usually done by people specialized in programming robots: the lack of accessible methods for robot programming restricts the use of robots solely to people with programming skills. The motivation of this project is to provide algorithms that would enable non-expert users to design robot controllers for their specific needs, thus facilitating the integration of robots in people’s daily lives.



Objectives: The goal of this project is to develop algorithms for automated generation of robot controllers from demonstration and interaction with human users. The main research questions of this project pertain to the investigation, design, and implementation of: (1) an autonomous robot control architecture that provides support for task knowledge acquisition from user provided demonstration, (2) algorithms for robot learning by demonstration that facilitate training of robot assistants by non-specialist users, (3)that provide objective means for assessing the performance of human-robot interaction in the context of robot teaching by demonstration. The proposed robot control architecture will create the infrastructure for complex task learning and will provide a new representation for multiple action selection mechanisms. The learning by demonstration algorithms will use a novel approach for interpreting a user’s demonstration, based on particle filtering that identifies superpositions of multiple concurrent activities. In addition, generalization algorithms will use inductive learning methods to capture and represent variations in task execution strategies. User feedback will allow for refinement of learned tasks, through verbal instructions or teleoperation interventions. The quantitative evaluation metrics will provide objective measures for the proposed interactive learning approach and could also serve as more general tools for the broader field of HRI.



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This work is supported by the National Science Foundation under Award IIS-0546876 and a UNR Junior Faculty Award.