Deploying robots in dynamic, human-populated environments will require techniques for adaptable robot skill acquisition that extend beyond pre-programmed functionality. Learning from demonstration (LfD) methods enable robots to learn skills from human-provided trajectories demonstrated in situ. However, prior work has shown non-expert end-users struggle to provide demonstrations that enable robots to perform complex, multi-step tasks, or to generalize skill knowledge beyond a specific environment and task context. This work enables robots to actively participate in the situated learning interaction by autonomously providing bespoke guidance in response to end-users' demonstrations, thus improving end-users' ability to teach robots useful skills via LfD. We introduce a novel LfD system integrating foundation model (FM)-based textual feedback and augmented reality (AR)-based visual feedback. The FM and AR feedbacks operate synergistically, with FM feedback helping users break tasks down effectively and with AR feedback allowing users to quickly evaluate how well demonstrations perform and generalize. This system provides targeted, actionable guidance throughout the demonstration process: it enhances users' ability to define, decompose, and demonstrate modular, repurposable skills capable of accomplishing complex tasks. We validate our system with a human-subjects experiment in which participants receive bespoke feedback as they teach a robot via kinesthetic demonstrations in a pair of robotic manipulation domains. From this study, we observe positive results demonstrating that the combination of AR and FM feedback improves the quality and generalizability of robot policies, compared to AR feedback alone, FM feedback alone, or a baseline system where learned skills can be played physically on the robot.

Reinforcement learning (RL) has demonstrated compelling performance in robotic tasks, but its success often hinges on the design of complex, ad hoc reward functions. Researchers have explored how Large Language Models (LLMs) could enable non-expert users to specify reward functions more easily. However, LLMs struggle to balance the importance of different features, generalize poorly to out-of-distribution robotic tasks, and cannot represent the problem properly with only text-based descriptions. To address these challenges, we propose ELEMENTAL (intEractive LEarning froM dEmoNstraTion And Language), a novel framework that combines natural language guidance with visual user demonstrations to align robot behavior with user intentions better. By incorporating visual inputs, ELEMENTAL overcomes the limitations of text-only task specifications, while leveraging inverse reinforcement learning (IRL) to balance feature weights and match the demonstrated behaviors optimally. ELEMENTAL also introduces an iterative feedback-loop through self-reflection to improve feature, reward, and policy learning. Our experiment results demonstrate that ELEMENTAL outperforms prior work by 42.3% on task success, and achieves 41.3% better generalization in out-of-distribution tasks, highlighting its robustness in LfD.

With an aging population and a growing shortage of caregivers, the need for in-home robots is increasing. However, it is intractable for robots to have all functionalities pre-programmed prior to deployment. Instead, it is more realistic for robots to engage in supplemental, on-site learning about the user's needs and preferences. Such learning may occur in the presence of or involve the user. We investigate the impacts on end-users of in situ robot learning through a series of human-subjects experiments. We examine how different learning methods influence both in-person and remote participants' perceptions of the robot. While we find that the degree of user involvement in the robot's learning method impacts perceived anthropomorphism (p=.001), we find that it is the participants' perceived success of the robot that impacts the participants' trust in (p<.001) and perceived usability of the robot (p<.001) rather than the robot's learning method. Therefore, when presenting robot learning, the performance of the learning method appears more important than the degree of user involvement in the learning. Furthermore, we find that the physical presence of the robot impacts perceived safety (p<.001), trust (p<.001), and usability (p<.014). Thus, for tabletop manipulation tasks, researchers should consider the impact of physical presence on experiment participants.

Learning from demonstration (LfD) techniques seek to enable users without computer programming experience to teach robots novel tasks. There are generally two types of LfD: human- and robot-centric. While human-centric learning is intuitive, human centric learning suffers from performance degradation due to covariate shift. Robot-centric approaches, such as Dataset Aggregation (DAgger), address covariate shift but can struggle to learn from suboptimal human teachers. To create a more human-aware version of robot-centric LfD, we present Mutual Information-driven Meta-learning from Demonstration (MIND MELD). MIND MELD meta-learns a mapping from suboptimal and heterogeneous human feedback to optimal labels, thereby improving the learning signal for robot-centric LfD. The key to our approach is learning an informative personalized em-bedding using mutual information maximization via variational inference. The embedding then informs a mapping from human provided labels to optimal labels. We evaluate our framework in a human-subjects experiment, demonstrating that our approach improves corrective labels provided by human demonstrators. Our framework outperforms baselines in terms of ability to reach the goal$(p <. 001)$, average distance from the goal$(p=.006)$, and various subjective ratings$(p=.008)$.

As automation becomes more prevalent, the fear of job loss due to automation increases [22]. Workers may not be amenable to working with a robotic co-worker due to a negative perception of the technology. The attitudes of workers towards automation are influenced by a variety of complex and multi-faceted factors such as intention to use, perceived usefulness and other external variables [15]. In an analog manufacturing environment, we explore how these various factors influence an individual's willingness to work with a robot over a human co-worker in a collaborative Lego building task. We specifically explore how this willingness is affected by: 1) the level of social rapport established between the individual and his or her human co-worker, 2) the anthropomorphic qualities of the robot, and 3) factors including trust, fluency and personality traits. Our results show that a participant's willingness to work with automation decreased due to lower perceived team fluency (p=0.045), rapport established between a participant and their co-worker (p=0.003), the gender of the participant being male (p=0.041), and a higher inherent trust in people (p=0.018).