13 research outputs found
Traditional Wisdom and Monte Carlo Tree Search Face-to-Face in the Card Game Scopone
We present the design of a competitive artificial intelligence for Scopone, a
popular Italian card game. We compare rule-based players using the most
established strategies (one for beginners and two for advanced players) against
players using Monte Carlo Tree Search (MCTS) and Information Set Monte Carlo
Tree Search (ISMCTS) with different reward functions and simulation strategies.
MCTS requires complete information about the game state and thus implements a
cheating player while ISMCTS can deal with incomplete information and thus
implements a fair player. Our results show that, as expected, the cheating MCTS
outperforms all the other strategies; ISMCTS is stronger than all the
rule-based players implementing well-known and most advanced strategies and it
also turns out to be a challenging opponent for human players.Comment: Preprint. Accepted for publication in the IEEE Transaction on Game
Epistemic Game Master: A referee for GDL-III Games
General Game Playing is the field of Artificial Intelligence that designs agents that
are able to understand game rules written in Game Description Language and use them to play those games effectively. A General Game Playing system uses a Game Master, or referee, to control games and players. With the introduction of the latest extension of GDL, the GDL-III enabled to describe epistemic games. However, the complexity of the state space of these new games became in such way large that is impossible for both the players and the manager to reason precisely about GDL-III games. One way to approach this problem is to use an approximative approach, such as model-sampling.
This dissertation shows a Game Master that is able to understand and control games
in GDL-III and its players, by using model-sampling to sample possible game states. With the development of this Game Master, players can be developed to be able to play GDL-III games without human intervention.
Throughout this dissertation, we present details of our developed solution, how we
manage to make the Game Master understand a GDL-III game and how we implemented model sampling. Furthermore, we show that our solution, however approximative, has the same capabilities of an non approximative approach while given enough resources.
We show how the Game Master timely scales with increasingly bigger epistemic games
AI Watch: Assessing Technology Readiness Levels for Artificial Intelligence
Artificial Intelligence (AI) offers the potential to transform our lives in radical ways. However, the main unanswered questions about this foreseen transformation are when and how this is going to happen. Not only do we lack the tools to determine what achievements will be attained in the near future, but we even underestimate what various technologies in AI are capable of today. Many so-called breakthroughs in AI are simply associated with highly-cited research papers or good performance on some particular benchmarks. Certainly, the translation from papers and benchmark performance to products is faster in AI than in other non-digital sectors. However, it is still the case that research breakthroughs do not directly translate to a technology that is ready to use in real-world environments. This document describes an exemplar-based methodology to categorise and assess several AI research and development technologies, by mapping them into Technology Readiness Levels (TRL) (e.g., maturity and availability levels). We first interpret the nine TRLs in the context of AI and identify different categories in AI to which they can be assigned. We then introduce new bidimensional plots, called readiness-vs-generality charts, where we see that higher TRLs are achievable for low-generality technologies focusing on narrow or specific abilities, while low TRLs are still out of reach for more general capabilities. We include numerous examples of AI technologies in a variety of fields, and show their readiness-vs-generality charts, serving as exemplars. Finally, we use the dynamics of several AI technology exemplars at different generality layers and moments of time to forecast some short-term and mid-term trends for AI.JRC.B.6-Digital Econom
Challenges for engineering students working with authentic complex problems
Engineers are important participants in solving societal, environmental and technical problems. However, due to an increasing complexity in relation to these problems new interdisciplinary competences are needed in engineering. Instead of students working with monodisciplinary problems, a situation where students work with authentic complex problems in interdisciplinary teams together with a company may scaffold development of new competences. The question is: What are the challenges for students structuring the work on authentic interdisciplinary problems? This study explores a three-day event where 7 students from Aalborg University (AAU) from four different faculties and one student from University College North Denmark (UCN), (6th-10th semester), worked in two groups at a large Danish company, solving authentic complex problems. The event was structured as a Hackathon where the students for three days worked with problem identification, problem analysis and finalizing with a pitch competition presenting their findings. During the event the students had workshops to support the work and they had the opportunity to use employees from the company as facilitators. It was an extracurricular activity during the summer holiday season. The methodology used for data collection was qualitative both in terms of observations and participants’ reflection reports. The students were observed during the whole event. Findings from this part of a larger study indicated, that students experience inability to transfer and transform project competences from their previous disciplinary experiences to an interdisciplinary setting
Exploring the practical use of a collaborative robot for academic purposes
This article presents a set of experiences related to the setup and exploration of potential educational uses of a collaborative robot (cobot). The basic principles that have guided the work carried out have been three. First and foremost, study of all the functionalities offered by the robot and exploration of its potential academic uses both in subjects focused on industrial robotics and in subjects of related disciplines (automation, communications, computer vision). Second, achieve the total integration of the cobot at the laboratory, seeking not only independent uses of it but also seeking for applications (laboratory practices) in which the cobot interacts with some of the other devices already existing at the laboratory (other industrial robots and a flexible manufacturing system). Third, reuse of some available components and minimization of the number and associated cost of required new components. The experiences, carried out following a project-based learning methodology under the framework of bachelor and master subjects and thesis, have focused on the integration of mechanical, electronic and programming aspects in new design solutions (end effector, cooperative workspace, artificial vision system integration) and case studies (advanced task programming, cybersecure communication, remote access). These experiences have consolidated the students' acquisition of skills in the transition to professional life by having the close collaboration of the university faculty with the experts of the robotics company.Postprint (published version