Instruction dialogues: Teaching new skills to a robot

Extended dialogues between a human user and a robot system are presented. The purpose of each dialogue is to teach the robot a new skill or to improve the performance of a skill it already has. The particular interest is in natural language dialogues but the illustrated techniques can be applied to any high level language. The primary purpose is to show how verbal instruction can be integrated with the robot's autonomous learning of a skill

Multiform Adaptive Robot Skill Learning from Humans

Object manipulation is a basic element in everyday human lives. Robotic manipulation has progressed from maneuvering single-rigid-body objects with firm grasping to maneuvering soft objects and handling contact-rich actions. Meanwhile, technologies such as robot learning from demonstration have enabled humans to intuitively train robots. This paper discusses a new level of robotic learning-based manipulation. In contrast to the single form of learning from demonstration, we propose a multiform learning approach that integrates additional forms of skill acquisition, including adaptive learning from definition and evaluation. Moreover, going beyond state-of-the-art technologies of handling purely rigid or soft objects in a pseudo-static manner, our work allows robots to learn to handle partly rigid partly soft objects with time-critical skills and sophisticated contact control. Such capability of robotic manipulation offers a variety of new possibilities in human-robot interaction.Comment: Accepted to 2017 Dynamic Systems and Control Conference (DSCC), Tysons Corner, VA, October 11-1

Robot skill learning through human demonstration and interaction

Nowadays robots are increasingly involved in more complex and less structured tasks. Therefore, it is highly desirable to develop new approaches to fast robot skill acquisition. This research is aimed to develop an overall framework for robot skill learning through human demonstration and interaction. Through low-level demonstration and interaction with humans, the robot can learn basic skills. These basic skills are treated as primitive actions. In high-level learning, the complex skills demonstrated by the human can be automatically translated into skill scripts which are executed by the robot. This dissertation summarizes my major research activities in robot skill learning. First, a framework for Programming by Demonstration (PbD) with reinforcement learning for human-robot collaborative manipulation tasks is described. With this framework, the robot can learn low level skills such as collaborating with a human to lift a table successfully and efficiently. Second, to develop a high-level skill acquisition system, we explore the use of a 3D sensor to recognize human actions. A Kinect based action recognition system is implemented which considers both object/action dependencies and the sequential constraints. Third, we extend the action recognition framework by fusing information from multimodal sensors which can recognize fine assembly actions. Fourth, a Portable Assembly Demonstration (PAD) system is built which can automatically generate skill scripts from human demonstration. The skill script includes the object type, the tool, the action used, and the assembly state. Finally, the generated skill scripts are implemented by a dual-arm robot. The proposed framework was experimentally evaluated

Dance Teaching by a Robot: Combining Cognitive and Physical Human-Robot Interaction for Supporting the Skill Learning Process

This letter presents a physical human-robot interaction scenario in which a robot guides and performs the role of a teacher within a defined dance training framework. A combined cognitive and physical feedback of performance is proposed for assisting the skill learning process. Direct contact cooperation has been designed through an adaptive impedance-based controller that adjusts according to the partner's performance in the task. In measuring performance, a scoring system has been designed using the concept of progressive teaching (PT). The system adjusts the difficulty based on the user's number of practices and performance history. Using the proposed method and a baseline constant controller, comparative experiments have shown that the PT presents better performance in the initial stage of skill learning. An analysis of the subjects' perception of comfort, peace of mind, and robot performance have shown a significant difference at the p < .01 level, favoring the PT algorithm.Comment: Presented at IEEE International Conference on Robotics and Automation ICRA-201