Humans naturally "program" a fellow collaborator to perform a task by demonstrating the task few times. It is intuitive, therefore, for a human to program a collaborative robot by demonstration and many paradigms use a single demonstration of the task. This is a form of one-shot learning in which a single training example, plus some context of the task, is used to infer a model of the task for subsequent execution and later refinement. This paper presents a one-shot learning from demonstration framework to learn contact-intensive tasks using only visual perception of the demonstrated task. The robot learns a policy for performing the tasks in terms of a priori skills and further uses self-evaluation based on visual and tactile perception of the skill performance to learn the force correspondences for the skills. The self-evaluation is performed based on goal states detected in the demonstration with the help of task context and the skill parameters are tuned using reinforcement learning. This approach enables the robot to learn force correspondences which cannot be inferred from a visual demonstration of the task. The effectiveness of this approach is evaluated using a vegetable peeling task.
The results from our self-skill-evaluation experiments indicate that introducing coaching in our LfD approach shall improve task performance. Human-in-the-loop evaluation as in @cite_20 @cite_1 can help us obtain more accurate skill parameters as well as better transition between skills. Such coaching can be done through speech, gestures or partial demonstrations thus eliminating the need for multiple demonstrations.
@cite_1 @cite_20
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This paper presents a novel approach for robot instruction for assembly tasks. We consider that robot programming can be made more efficient, precise and intuitive if we leverage the advantages of complementary approaches such as learning from demonstration, learning from feedback and knowledge transfer. Starting from low-level demonstrations of assembly tasks, the system is able to extract a high-level relational plan of the task. A graphical user interface (GUI) allows then the user to iteratively correct the acquired knowledge by refining high-level plans, and low-level geometrical knowledge of the task. This combination leads to a faster programming phase, more precise than just demonstrations, and more intuitive than just through a GUI. A final process allows to reuse high-level task knowledge for similar tasks in a transfer learning fashion. Finally we present a user study illustrating the advantages of this approach. Programming by Demonstration (PbD) is a promising technique for programming mobile manipulators to perform complex tasks, such as stocking shelves in retail environments. However, programming such tasks purely by demonstration can be cumbersome and time-consuming as they involve many steps and they are different for each item being manipulated. We propose a system that allows programming new tasks with a combination of demonstration and adaptation. This approach eliminates the need to demonstrate repetitions within one task or variations of a task for different items, replacing those demonstrations with a much more time-efficient adaptation procedure. We develop a Graphical User Interface (GUI) that enables the adaptation procedure. This GUI allows grouping, duplicating, removing, reordering, and repositioning parts of a demonstration to adapt and extend it. We implement our approach on a single-armed mobile manipulator. We evaluate our system on several test scenarios with one expert user and four novice users. We demonstrate that the combination of demonstration and adaptation requires substantially less time to program than purely by demonstration.