Context and Diversity Matter: The Emergence of In-Context Learning in World Models

The capability of predicting environmental dynamics underpins both biological neural systems and general embodied AI in adapting to their surroundings. Yet prevailing approaches rest on static world models that falter when confronted with novel or rare configurations. We investigate in-context environment learning (ICEL), shifting attention from zero-shot performance to the growth and asymptotic limits of the world model. Our contributions are three-fold: (1) we formalize in-context learning of a world model and identify two core mechanisms: environment recognition and environment learning; (2) we derive error upper-bounds for both mechanisms that expose how the mechanisms emerge; and (3) we empirically confirm that distinct ICL mechanisms exist in the world model, and we further investigate how data distribution and model architecture affect ICL in a manner consistent with theory. These findings demonstrate the potential of self-adapting world models and highlight the key factors behind the emergence of ICEL, most notably the necessity of long context and diverse environments.

OmniRL: In-Context Reinforcement Learning by Large-Scale Meta-Training in Randomized Worlds

We introduce OmniRL, a highly generalizable in-context reinforcement learning (ICRL) model that is meta-trained on hundreds of thousands of diverse tasks. These tasks are procedurally generated by randomizing state transitions and rewards within Markov Decision Processes. To facilitate this extensive meta-training, we propose two key innovations: 1. An efficient data synthesis pipeline for ICRL, which leverages the interaction histories of diverse behavior policies; and 2. A novel modeling framework that integrates both imitation learning and reinforcement learning (RL) within the context, by incorporating prior knowledge. For the first time, we demonstrate that in-context learning (ICL) alone, without any gradient-based fine-tuning, can successfully tackle unseen Gymnasium tasks through imitation learning, online RL, or offline RL. Additionally, we show that achieving generalized ICRL capabilities-unlike task identification-oriented few-shot learning-critically depends on long trajectories generated by variant tasks and diverse behavior policies. By emphasizing the potential of ICL and departing from pre-training focused on acquiring specific skills, we further underscore the significance of meta-training aimed at cultivating the ability of ICL itself.