Knowledge-driven Scene Priors for Semantic Audio-Visual Embodied Navigation

Generalisation to unseen contexts remains a challenge for embodied navigation agents. In the context of semantic audio-visual navigation (SAVi) tasks, the notion of generalisation should include both generalising to unseen indoor visual scenes as well as generalising to unheard sounding objects. However, previous SAVi task definitions do not include evaluation conditions on truly novel sounding objects, resorting instead to evaluating agents on unheard sound clips of known objects; meanwhile, previous SAVi methods do not include explicit mechanisms for incorporating domain knowledge about object and region semantics. These weaknesses limit the development and assessment of models' abilities to generalise their learned experience. In this work, we introduce the use of knowledge-driven scene priors in the semantic audio-visual embodied navigation task: we combine semantic information from our novel knowledge graph that encodes object-region relations, spatial knowledge from dual Graph Encoder Networks, and background knowledge from a series of pre-training tasks -- all within a reinforcement learning framework for audio-visual navigation. We also define a new audio-visual navigation sub-task, where agents are evaluated on novel sounding objects, as opposed to unheard clips of known objects. We show improvements over strong baselines in generalisation to unseen regions and novel sounding objects, within the Habitat-Matterport3D simulation environment, under the SoundSpaces task.

Transferring Implicit Knowledge of Non-Visual Object Properties Across Heterogeneous Robot Morphologies

Humans leverage multiple sensor modalities when interacting with objects and discovering their intrinsic properties. Using the visual modality alone is insufficient for deriving intuition behind object properties (e.g., which of two boxes is heavier), making it essential to consider non-visual modalities as well, such as the tactile and auditory. Whereas robots may leverage various modalities to obtain object property understanding via learned exploratory interactions with objects (e.g., grasping, lifting, and shaking behaviors), challenges remain: the implicit knowledge acquired by one robot via object exploration cannot be directly leveraged by another robot with different morphology, because the sensor models, observed data distributions, and interaction capabilities are different across these different robot configurations. To avoid the costly process of learning interactive object perception tasks from scratch, we propose a multi-stage projection framework for each new robot for transferring implicit knowledge of object properties across heterogeneous robot morphologies. We evaluate our approach on the object-property recognition and object-identity recognition tasks, using a dataset containing two heterogeneous robots that perform 7,600 object interactions. Results indicate that knowledge can be transferred across robots, such that a newly-deployed robot can bootstrap its recognition models without exhaustively exploring all objects. We also propose a data augmentation technique and show that this technique improves the generalization of models. We release our code and datasets, here: https://github.com/gtatiya/Implicit-Knowledge-Transfer.

RAPid-Learn: A Framework for Learning to Recover for Handling Novelties in Open-World Environments

We propose RAPid-Learn: Learning to Recover and Plan Again, a hybrid planning and learning method, to tackle the problem of adapting to sudden and unexpected changes in an agent's environment (i.e., novelties). RAPid-Learn is designed to formulate and solve modifications to a task's Markov Decision Process (MDPs) on-the-fly and is capable of exploiting domain knowledge to learn any new dynamics caused by the environmental changes. It is capable of exploiting the domain knowledge to learn action executors which can be further used to resolve execution impasses, leading to a successful plan execution. This novelty information is reflected in its updated domain model. We demonstrate its efficacy by introducing a wide variety of novelties in a gridworld environment inspired by Minecraft, and compare our algorithm with transfer learning baselines from the literature. Our method is (1) effective even in the presence of multiple novelties, (2) more sample efficient than transfer learning RL baselines, and (3) robust to incomplete model information, as opposed to pure symbolic planning approaches.

Creative Problem Solving in Artificially Intelligent Agents: A Survey and Framework

Creative Problem Solving (CPS) is a sub-area within Artificial Intelligence (AI) that focuses on methods for solving off-nominal, or anomalous problems in autonomous systems. Despite many advancements in planning and learning, resolving novel problems or adapting existing knowledge to a new context, especially in cases where the environment may change in unpredictable ways post deployment, remains a limiting factor in the safe and useful integration of intelligent systems. The emergence of increasingly autonomous systems dictates the necessity for AI agents to deal with environmental uncertainty through creativity. To stimulate further research in CPS, we present a definition and a framework of CPS, which we adopt to categorize existing AI methods in this field. Our framework consists of four main components of a CPS problem, namely, 1) problem formulation, 2) knowledge representation, 3) method of knowledge manipulation, and 4) method of evaluation. We conclude our survey with open research questions, and suggested directions for the future.

ACuTE: Automatic Curriculum Transfer from Simple to Complex Environments

Despite recent advances in Reinforcement Learning (RL), many problems, especially real-world tasks, remain prohibitively expensive to learn. To address this issue, several lines of research have explored how tasks, or data samples themselves, can be sequenced into a curriculum to learn a problem that may otherwise be too difficult to learn from scratch. However, generating and optimizing a curriculum in a realistic scenario still requires extensive interactions with the environment. To address this challenge, we formulate the curriculum transfer problem, in which the schema of a curriculum optimized in a simpler, easy-to-solve environment (e.g., a grid world) is transferred to a complex, realistic scenario (e.g., a physics-based robotics simulation or the real world). We present "ACuTE", Automatic Curriculum Transfer from Simple to Complex Environments, a novel framework to solve this problem, and evaluate our proposed method by comparing it to other baseline approaches (e.g., domain adaptation) designed to speed up learning. We observe that our approach produces improved jumpstart and time-to-threshold performance even when adding task elements that further increase the difficulty of the realistic scenario. Finally, we demonstrate that our approach is independent of the learning algorithm used for curriculum generation, and is Sim2Real transferable to a real world scenario using a physical robot.

An Augmented Reality Platform for Introducing Reinforcement Learning to K-12 Students with Robots

Interactive reinforcement learning, where humans actively assist during an agent's learning process, has the promise to alleviate the sample complexity challenges of practical algorithms. However, the inner workings and state of the robot are typically hidden from the teacher when humans provide feedback. To create a common ground between the human and the learning robot, in this paper, we propose an Augmented Reality (AR) system that reveals the hidden state of the learning to the human users. This paper describes our system's design and implementation and concludes with a discussion on two directions for future work which we are pursuing: 1) use of our system in AI education activities at the K-12 level; and 2) development of a framework for an AR-based human-in-the-loop reinforcement learning, where the human teacher can see sensory and cognitive representations of the robot overlaid in the real world.

AI-HRI 2021 Proceedings

The Artificial Intelligence (AI) for Human-Robot Interaction (HRI) Symposium has been a successful venue of discussion and collaboration since 2014. During that time, these symposia provided a fertile ground for numerous collaborations and pioneered many discussions revolving trust in HRI, XAI for HRI, service robots, interactive learning, and more. This year, we aim to review the achievements of the AI-HRI community in the last decade, identify the challenges facing ahead, and welcome new researchers who wish to take part in this growing community. Taking this wide perspective, this year there will be no single theme to lead the symposium and we encourage AI-HRI submissions from across disciplines and research interests. Moreover, with the rising interest in AR and VR as part of an interaction and following the difficulties in running physical experiments during the pandemic, this year we specifically encourage researchers to submit works that do not include a physical robot in their evaluation, but promote HRI research in general. In addition, acknowledging that ethics is an inherent part of the human-robot interaction, we encourage submissions of works on ethics for HRI. Over the course of the two-day meeting, we will host a collaborative forum for discussion of current efforts in AI-HRI, with additional talks focused on the topics of ethics in HRI and ubiquitous HRI.

A Framework for Multisensory Foresight for Embodied Agents

Predicting future sensory states is crucial for learning agents such as robots, drones, and autonomous vehicles. In this paper, we couple multiple sensory modalities with exploratory actions and propose a predictive neural network architecture to address this problem. Most existing approaches rely on large, manually annotated datasets, or only use visual data as a single modality. In contrast, the unsupervised method presented here uses multi-modal perceptions for predicting future visual frames. As a result, the proposed model is more comprehensive and can better capture the spatio-temporal dynamics of the environment, leading to more accurate visual frame prediction. The other novelty of our framework is the use of sub-networks dedicated to anticipating future haptic, audio, and tactile signals. The framework was tested and validated with a dataset containing 4 sensory modalities (vision, haptic, audio, and tactile) on a humanoid robot performing 9 behaviors multiple times on a large set of objects. While the visual information is the dominant modality, utilizing the additional non-visual modalities improves the accuracy of predictions.

Planning Multimodal Exploratory Actions for Online Robot Attribute Learning

Robots frequently need to perceive object attributes, such as "red," "heavy," and "empty," using multimodal exploratory actions, such as "look," "lift," and "shake." Robot attribute learning algorithms aim to learn an observation model for each perceivable attribute given an exploratory action. Once the attribute models are learned, they can be used to identify attributes of new objects, answering questions, such as "Is this object red and empty?" Attribute learning and identification are being treated as two separate problems in the literature. In this paper, we first define a new problem called online robot attribute learning (On-RAL), where the robot works on attribute learning and attribute identification simultaneously. Then we develop an algorithm called information-theoretic reward shaping (ITRS) that actively addresses the trade-off between exploration and exploitation in On-RAL problems. ITRS was compared with competitive robot attribute learning baselines, and experimental results demonstrate ITRS' superiority in learning efficiency and identification accuracy.