How can I improve my performance here?Figure 1: After completing a lap, the driver pauses the video at a specific segment and asks ApexTrainer for feedback.The system generates context-aware suggestions based on the referenced location.

Motor skills education often requires experienced professionals who can provide personalized instruction. Unfortu-nately, the availability of high-quality training can be limited for specialized tasks, such as high performance racing. Several recent works have proposed AI -assistance for motor skills instruction, ranging from rehabilitation to surgical robot tele-operation. However, these works often make simplifying assumptions on the student learning process, and fail to model how a teacher's assistance interacts with different individuals' abilities when determining optimal teaching strategies. Inspired by the idea of scaffolding from educational psychology, we leverage shared autonomy, a framework for combining user inputs with robot autonomy, to aid with curriculum design. Our key insight is that the way a student's behavior improves in the presence of assistance from an autonomous agent can highlight which sub-skills might be most “learnable” for the student, or within their Zone of Proximal Development. We use this to design Z-COACH, a method for using shared autonomy to provide personalized instruction targeting interpretable task sub-skills. In a user study$(\mathrm{n}=50)$, where we teach high performance racing in a simulated environment of the Thunderhill Raceway Park with the CARLA Autonomous Driving simulator, we show that Z-COACH helps identify which skills each student should first practice, leading to an overall improvement in driving time, behavior, and smoothness. Our work shows that increasingly available semi-autonomous capabilities (e.g. in vehicles, robots) can not only assist human users, but also help teach them.

Learning motor skills for sports or performance driving is often done with professional instruction from expert human teachers, whose availability is limited. Our goal is to enable automated teaching via a learned model that interacts with the student similar to a human teacher. However, training such automated teaching systems is limited by the availability of highquality annotated datasets of expert teacher and student interactions as they are difficult to collect at scale. To address this data scarcity problem, we propose an approach for training a coaching system for complex motor tasks such as high performance driving via a Multi-Task Imitation Learning (MTIL) paradigm. MTIL allows our model to learn robust representations by utilizing self-supervised training signals from more readily available non-interactive datasets of humans performing the task of interest. We validate our approach with (1) a semi-synthetic dataset created from real human driving trajectories, (2) a professional track driving instruction dataset, (3) a track-racing driving simulator human-subject study, and (4) a system demonstration on an instrumented car at a race track. Our experiments show that the right set of auxiliary machine learning tasks improves prediction of teaching instructions. Moreover, in the human subjects study, students exposed to the instructions from our teaching system improve their ability to stay within track limits, and show favorable perception of the model's interaction with them, in terms of usefulness and satisfaction.

Non-cooperative interactions commonly occur in multi-agent scenarios such as car racing, where an ego vehicle can choose to overtake the rival, or stay behind it until a safe overtaking “corridor” opens. While an expert human can do well at making such time-sensitive decisions, autonomous agents are incapable of rapidly reasoning about complex, potentially conflicting options, leading to suboptimal behaviors such as deadlocks. Recently, the nonlinear opinion dynamics (NOD) model has proven to exhibit fast opinion formation and avoidance of decision deadlocks. However, NOD modeling parameters are oftentimes assumed fixed, limiting their applicability in complex and dynamic environments. It remains an open challenge to determine such parameters automatically and adaptively, accounting for the ever-changing environment. In this work, we propose for the first time a learning-based and game-theoretic approach to synthesize a Neural NOD model from expert demonstrations, given as a dataset containing (possibly incomplete) state and action trajectories of interacting agents. We demonstrate Neural NOD's ability to make fast and deadlock-free decisions in a simulated autonomous racing example. We find that Neural NOD consistently outperforms the state-of-the-art data-driven inverse game baseline in terms of safety and overtaking performance.

People's goal-directed behaviors are influenced by their cognitive biases, and autonomous systems that interact with people should be aware of this. For example, people's attention to objects in their environment will be biased in a way that systematically affects how they perform everyday tasks such as driving to work. Here, building on recent work in computational cognitive science, we formally articulate the \textit{attention-aware inverse planning problem}, in which the goal is to estimate a person's attentional biases from their actions. We demonstrate how attention-aware inverse planning systematically differs from standard inverse reinforcement learning and how cognitive biases can be inferred from behavior. Finally, we present an approach to attention-aware inverse planning that combines deep reinforcement learning with computational cognitive modeling. We use this approach to infer the attentional strategies of RL agents in real-life driving scenarios selected from the Waymo Open Dataset, demonstrating the scalability of estimating cognitive biases with attention-aware inverse planning.

When individuals are paralyzed from injury or damage to the brain, upper body movement and function can be compromised. While the use of body motions to interface with machines has shown to be an effective noninvasive strategy to provide movement assistance and to promote physical rehabilitation, learning to use such interfaces to control complex machines is not well understood. In a five session study, we demonstrate that a subset of an uninjured population is able to learn and improve their ability to use a high-dimensional Body-Machine Interface (BoMI), to control a robotic arm. We use a sensor net of four inertial measurement units, placed bilaterally on the upper body, and a BoMI with the capacity to directly control a robot in six dimensions. We consider whether the way in which the robot control space is mapped from human inputs has any impact on learning. Our results suggest that the space of robot control does play a role in the evolution of human learning: specifically, though robot control in joint space appears to be more intuitive initially, control in task space is found to have a greater capacity for longer-term improvement and learning. Our results further suggest that there is an inverse relationship between control dimension couplings and task performance.

We present an assistance system that reasons about a human’s intended actions during robot teleoperation in order to provide appropriate modifications on unintended behavior. Existing methods typically treat the human and control interface as a black box and assume the measured user input is noise-free, and use this signal to infer task-level human intent. We recognize that the signal measured through the interface is masked by the physical limitations of the user and the interface they are required to use. With this key insight, we model the human’s physical interaction with a control interface during robot teleoperation, and distinguish between interface-level intended and measured physical actions explicitly. By reasoning over the unobserved intentions using model-based inference techniques, our assistive system provides customized modifications on a user’s issued commands. We validate our algorithm both in simulation and with a 10-person human subject study in which we evaluate the performance of the proposed assistance paradigms. Our results show that the assistance paradigms helped to significantly reduce task completion time, number of mode switches, cognitive workload, and user frustration, and improve overall user satisfaction.