Consistency Matters: Defining Demonstration Data Quality Metrics in Robot Learning from Demonstration

Learning from Demonstration (LfD) empowers robots to acquire new skills through human demonstrations, making it feasible for everyday users to teach robots. However, the success of learning and generalization heavily depends on the quality of these demonstrations. Consistency is often used to indicate quality in LfD, yet the factors that define this consistency remain underexplored. In this paper, we evaluate a comprehensive set of motion data characteristics to determine which consistency measures best predict learning performance. By ensuring demonstration consistency prior to training, we enhance models' predictive accuracy and generalization to novel scenarios. We validate our approach with two user studies involving participants with diverse levels of robotics expertise. In the first study (N = 24), users taught a PR2 robot to perform a button-pressing task in a constrained environment, while in the second study (N = 30), participants trained a UR5 robot on a pick-and-place task. Results show that demonstration consistency significantly impacts success rates in both learning and generalization, with 70% and 89% of task success rates in the two studies predicted using our consistency metrics. Moreover, our metrics estimate generalized performance success rates with 76% and 91% accuracy. These findings suggest that our proposed measures provide an intuitive, practical way to assess demonstration data quality before training, without requiring expert data or algorithm-specific modifications. Our approach offers a systematic way to evaluate demonstration quality, addressing a critical gap in LfD by formalizing consistency metrics that enhance the reliability of robot learning from human demonstrations.

A Probabilistic Model for Skill Acquisition with Switching Latent Feedback Controllers

Manipulation tasks often consist of subtasks, each representing a distinct skill. Mastering these skills is essential for robots, as it enhances their autonomy, efficiency, adaptability, and ability to work in their environment. Learning from demonstrations allows robots to rapidly acquire new skills without starting from scratch, with demonstrations typically sequencing skills to achieve tasks. Behaviour cloning approaches to learning from demonstration commonly rely on mixture density network output heads to predict robot actions. In this work, we first reinterpret the mixture density network as a library of feedback controllers (or skills) conditioned on latent states. This arises from the observation that a one-layer linear network is functionally equivalent to a classical feedback controller, with network weights corresponding to controller gains. We use this insight to derive a probabilistic graphical model that combines these elements, describing the skill acquisition process as segmentation in a latent space, where each skill policy functions as a feedback control law in this latent space. Our approach significantly improves not only task success rate, but also robustness to observation noise when trained with human demonstrations. Our physical robot experiments further show that the induced robustness improves model deployment on robots.

Demonstration Based Explainable AI for Learning from Demonstration Methods

Learning from Demonstration (LfD) is a powerful type of machine learning that can allow novices to teach and program robots to complete various tasks. However, the learning process for these systems may still be difficult for novices to interpret and understand, making effective teaching challenging. Explainable artificial intelligence (XAI) aims to address this challenge by explaining a system to the user. In this work, we investigate XAI within LfD by implementing an adaptive explanatory feedback system on an inverse reinforcement learning (IRL) algorithm. The feedback is implemented by demonstrating selected learnt trajectories to users. The system adapts to user teaching by categorizing and then selectively sampling trajectories shown to a user, to show a representative sample of both successful and unsuccessful trajectories. The system was evaluated through a user study with 26 participants teaching a robot a navigation task. The results of the user study demonstrated that the proposed explanatory feedback system can improve robot performance, teaching efficiency and user understanding of the robot.

Robots Have Been Seen and Not Heard: Effects of Consequential Sounds on Human-Perception of Robots

Many people expect robots to move fairly quietly, or make pleasant "beep boop" sounds or jingles similar to what they have observed in videos of robots. Unfortunately, this expectation of quietness does not match reality, as robots make machine sounds, known as 'consequential sounds', as they move and operate. As robots become more prevalent within society, understanding the sounds produced by robots and how these sounds are perceived by people is becoming increasingly important for positive human robot interactions (HRI). This paper investigates how people respond to the consequential sounds of robots, specifically how robots make a participant feel, how much they like the robot, would be distracted by the robot, and a person's desire to colocate with robots. Participants were shown 5 videos of different robots and asked their opinions on the robots and the sounds they made. This was compared with a control condition of completely silent videos. The results in this paper demonstrate with data from 182 participants (858 trials) that consequential sounds produced by robots have a significant negative effect on human perceptions of robots. Firstly there were increased negative 'associated affects' of the participants, such as making them feel more uncomfortable or agitated around the robot. Secondly, the presence of consequential sounds correlated with participants feeling more distracted and less able to focus. Thirdly participants reported being less likely to want to colocate in a shared environment with robots.

Learning to Communicate Functional States with Nonverbal Expressions for Improved Human-Robot Collaboration

Collaborative robots must effectively communicate their internal state to humans to enable a smooth interaction. Nonverbal communication is widely used to communicate information during human-robot interaction, however, such methods may also be misunderstood, leading to communication errors. In this work, we explore modulating the acoustic parameter values (pitch bend, beats per minute, beats per loop) of nonverbal auditory expressions to convey functional robot states (accomplished, progressing, stuck). We propose a reinforcement learning (RL) algorithm based on noisy human feedback to produce accurately interpreted nonverbal auditory expressions. The proposed approach was evaluated through a user study with 24 participants. The results demonstrate that: 1. Our proposed RL-based approach is able to learn suitable acoustic parameter values which improve the users' ability to correctly identify the state of the robot. 2. Algorithm initialization informed by previous user data can be used to significantly speed up the learning process. 3. The method used for algorithm initialization strongly influences whether participants converge to similar sounds for each robot state. 4. Modulation of pitch bend has the largest influence on user association between sounds and robotic states.

Alternative Interfaces for Human-initiated Natural Language Communication and Robot-initiated Haptic Feedback: Towards Better Situational Awareness in Human-Robot Collaboration

This article presents an implementation of a natural-language speech interface and a haptic feedback interface that enables a human supervisor to provide guidance to, request information, and receive status updates from a Spot robot. We provide insights gained during preliminary user testing of the interface in a realistic robot exploration scenario.

How Can Everyday Users Efficiently Teach Robots by Demonstrations?

Learning from Demonstration (LfD) is a framework that allows lay users to easily program robots. However, the efficiency of robot learning and the robot's ability to generalize to task variations hinges upon the quality and quantity of the provided demonstrations. Our objective is to guide human teachers to furnish more effective demonstrations, thus facilitating efficient robot learning. To achieve this, we propose to use a measure of uncertainty, namely task-related information entropy, as a criterion for suggesting informative demonstration examples to human teachers to improve their teaching skills. In a conducted experiment (N=24), an augmented reality (AR)-based guidance system was employed to train novice users to produce additional demonstrations from areas with the highest entropy within the workspace. These novice users were trained for a few trials to teach the robot a generalizable task using a limited number of demonstrations. Subsequently, the users' performance after training was assessed first on the same task (retention) and then on a novel task (transfer) without guidance. The results indicated a substantial improvement in robot learning efficiency from the teacher's demonstrations, with an improvement of up to 198% observed on the novel task. Furthermore, the proposed approach was compared to a state-of-the-art heuristic rule and found to improve robot learning efficiency by 210% compared to the heuristic rule.

Auditory cueing strategy for stride length and cadence modification: a feasibility study with healthy adults

People with Parkinson's Disease experience gait impairments that significantly impact their quality of life. Visual, auditory, and tactile cues can alleviate gait impairments, but they can become less effective due to the progressive nature of the disease and changes in people's motor capability. In this study, we develop a human-in-the-loop (HIL) framework that monitors two key gait parameters, stride length and cadence, and continuously learns a person-specific model of how the parameters change in response to the feedback. The model is then used in an optimization algorithm to improve the gait parameters. This feasibility study examines whether auditory cues can be used to influence stride length in people without gait impairments. The results demonstrate the benefits of the HIL framework in maintaining people's stride length in the presence of a secondary task.

Quantifying Demonstration Quality for Robot Learning and Generalization

Learning from Demonstration (LfD) seeks to democratize robotics by enabling diverse end-users to teach robots to perform a task by providing demonstrations. However, most LfD techniques assume users provide optimal demonstrations. This is not always the case in real applications where users are likely to provide demonstrations of varying quality, that may change with expertise and other factors. Demonstration quality plays a crucial role in robot learning and generalization. Hence, it is important to quantify the quality of the provided demonstrations before using them for robot learning. In this paper, we propose quantifying the quality of the demonstrations based on how well they perform in the learned task. We hypothesize that task performance can give an indication of the generalization performance on similar tasks. The proposed approach is validated in a user study (N = 27). Users with different robotics expertise levels were recruited to teach a PR2 robot a generic task (pressing a button) under different task constraints. They taught the robot in two sessions on two different days to capture their teaching behaviour across sessions. The task performance was utilized to classify the provided demonstrations into high-quality and low-quality sets. The results show a significant Pearson correlation coefficient (R = 0.85, p < 0.0001) between the task performance and generalization performance across all participants. We also found that users clustered into two groups: Users who provided high-quality demonstrations from the first session, assigned to the fast-adapters group, and users who provided low-quality demonstrations in the first session and then improved with practice, assigned to the slow-adapters group. These results highlight the importance of quantifying demonstration quality, which can be indicative of the adaptation level of the user to the task.

A Proposed Set of Communicative Gestures for Human Robot Interaction and an RGB Image-based Gesture Recognizer Implemented in ROS

We propose a set of communicative gestures and develop a gesture recognition system with the aim of facilitating more intuitive Human-Robot Interaction (HRI) through gestures. First, we propose a set of commands commonly used for human-robot interaction. Next, an online user study with 190 participants was performed to investigate if there was an agreed set of gestures that people intuitively use to communicate the given commands to robots when no guidance or training were given. As we found large variations among the gestures exist between participants, we then proposed a set of gestures for the proposed commands to be used as a common foundation for robot interaction. We collected ~7500 video demonstrations of the proposed gestures and trained a gesture recognition model, adapting 3D Convolutional Neural Networks (CNN) as the classifier, with a final accuracy of 84.1% (sigma=2.4). The resulting model was capable of training successfully with a relatively small amount of training data. We integrated the gesture recognition model into the ROS framework and report details for a demonstrated use case, where a person commands a robot to perform a pick and place task using the proposed set. This integrated ROS gesture recognition system is made available for use, and built with the intention to allow for new adaptations depending on robot model and use case scenarios, for novel user applications.