The Effects of a Robot's Performance on Human Teachers for Learning from Demonstration Tasks

Author(s):  
Erin Hedlund ◽  
Michael Johnson ◽  
Matthew Gombolay
2021 ◽  
Author(s):  
Markku Suomalainen ◽  
Fares J. Abu-dakka ◽  
Ville Kyrki

AbstractWe present a novel method for learning from demonstration 6-D tasks that can be modeled as a sequence of linear motions and compliances. The focus of this paper is the learning of a single linear primitive, many of which can be sequenced to perform more complex tasks. The presented method learns from demonstrations how to take advantage of mechanical gradients in in-contact tasks, such as assembly, both for translations and rotations, without any prior information. The method assumes there exists a desired linear direction in 6-D which, if followed by the manipulator, leads the robot’s end-effector to the goal area shown in the demonstration, either in free space or by leveraging contact through compliance. First, demonstrations are gathered where the teacher explicitly shows the robot how the mechanical gradients can be used as guidance towards the goal. From the demonstrations, a set of directions is computed which would result in the observed motion at each timestep during a demonstration of a single primitive. By observing which direction is included in all these sets, we find a single desired direction which can reproduce the demonstrated motion. Finding the number of compliant axes and their directions in both rotation and translation is based on the assumption that in the presence of a desired direction of motion, all other observed motion is caused by the contact force of the environment, signalling the need for compliance. We evaluate the method on a KUKA LWR4+ robot with test setups imitating typical tasks where a human would use compliance to cope with positional uncertainty. Results show that the method can successfully learn and reproduce compliant motions by taking advantage of the geometry of the task, therefore reducing the need for localization accuracy.


Author(s):  
Ji Woong Kim ◽  
Changyan He ◽  
Muller Urias ◽  
Peter Gehlbach ◽  
Gregory D. Hager ◽  
...  

2021 ◽  
Author(s):  
Tiantian Wang ◽  
Liang Yan ◽  
Gang Wang ◽  
Xiaoshan Gao ◽  
Nannan Du ◽  
...  

2019 ◽  
Vol 99 (2) ◽  
pp. 261-275 ◽  
Author(s):  
Josip Vidaković ◽  
Bojan Jerbić ◽  
Bojan Šekoranja ◽  
Marko Švaco ◽  
Filip Šuligoj

Author(s):  
Disa Evawani Lestari

<p>Along the era of rapid technology advancement on the performance of <em>Artificial I</em></p><p>Along with the era of rapid technology advancement on the performance of <em>Artificial Intelligence</em> (henceforth AI), there have been intense discussions and debates among educationists about the future of human teachers and AI teachers. When information can be accessed easily amidst the rapid development of online learning, it is intriguing to listen to students’ perspectives on the roles they expect from their teachers, especially in learning English subjects, when abundant resources are available and accessible online within their fingertips in social media platforms and online learning websites. In short, to identify what cannot be fulfilled online. To serve that purpose, 160 students from a private university in Indonesia were recruited as research participants. They are from 16 different study programs recruited as participants through a purposive sampling method to see if findings are bound to study program types. Data were collected through an online questionnaire and an interview. The results indicated that the students perceive their teachers as someone to guide their learning by providing good online resources and immediate feedback rather than expecting their teachers to be a content expert or to have a linguistic performance like native teachers.</p>


2021 ◽  
Author(s):  
Haopeng Hu ◽  
Xiansheng Yang ◽  
Yunjiang Lou

Abstract Increasing demand for higher production flexibility and smaller production batch size pushes the development of manufacturing expertise towards robotic solutions with fast setup and reprogram capability. Aiming to facilitate assembly lines with robots, the learning from demonstration (LfD) paradigm has attracted attention. A robot LfD framework designed for skillful small parts assembly applications is developed, which takes position, orientation and wrench demonstration data into consideration while utilizes impedance control to deal with the motion error. In view of constraints in industrial assembly applications, we propose a robot LfD framework where policy learning is carried out with separated assembly demonstration data to avoid potential under-fitting problem. With the proposed assembly policies, reference orientation and wrench trajectories are generated as well as coupled with the position data to boost their generalization and robust performance. Effectiveness of the proposed LfD framework is validated by a printed circuit board assembly experiment with a 7-DOF torque-controlled robot.


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