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This paper presents the new Deep Reinforcement Learning (DRL) library RL-X and its application to the RoboCup Soccer Simulation 3D League and classic DRL benchmarks. RL-X provides a flexible and easy-to-extend codebase with self-contained single directory algorithms. Through the fast JAX-based implementations, RL-X can reach up to 4.5x speedups compared to well-known frameworks like Stable-Baselines3.
Team description papers of magmaOffenburg are incremental in the sense that each year we address a different topic of our team and the tools around our team. In this year’s team description paper we focus on the architecture of the software. It is a main factor for being able to keep the code maintainable even after 15 years of development. We also describe how we make sure that the code follows this architecture.
In many application areas, Deep Reinforcement Learning (DRL) has led to breakthroughs. In Curriculum Learning, the Machine Learning algorithm is not randomly presented with examples, but in a meaningful order of increasing difficulty. This has been used in many application areas to further improve the results of learning systems or to reduce their learning time. Such approaches range from learning plans created manually by domain experts to those created automatically. The automated creation of learning plans is one of the biggest challenges.In this work, we investigate an approach in which a trainer learns in parallel and analogously to the student to automatically create a learning plan for the student during this Double Deep Reinforcement Learning (DDRL). Three Reward functions, Friendly, Adversarial, and Dynamic based on the learner’s reward are compared. The domain for evaluation is kicking with variable distance, direction and relative ball position in the SimSpark simulated soccer environment.As a result, Statistic Curriculum Learning (SCL) performs better than a random curriculum with respect to training time and result quality. DDRL reaches a comparable quality as the baseline and outperforms it significantly in shorter trainings in the distance-direction subdomain reducing the number of required training cycles by almost 50%.
Sweaty has already participated several times in RoboCup soccer competitions (Adult Size). Now the work is focused coordinating the play of two robots. Moreover, we are working on stabilizing the gait by adding additional sensor information. An ongoing work is the optimization of the control strategy by balancing between impedance and position control. By minimizing the jerk, gait and overall gameplay should improve significantly.
Sweaty has already participated several times in RoboCup soccer competitions (Adult Size). Now the work is focused on stabilizing the gait. Moreover, we would like to overcome the constraints of a ZMP-algorithm that has a horizontal footplate as precondition for the simplification of the equations. In addition we would like to switch between impedance and position control with a fuzzy-like algorithm that might help to minimize jerks when Sweaty’s feet touch the ground.
Sweaty has already participated four times in RoboCup soccer competitions (Adult Size) and came second three times. While 2016 Sweaty needed a lot of luck to be finalist, 2017 Sweaty was a serious adversary in the preliminary rounds. In 2018 Sweaty showed up in the final with some lack of experience and room for improvements, but not without any chance. This paper describes the intended improvements of the humanoid adult size robot Sweaty in order to qualify for the RoboCup 2019 adult size competition.
Due to the Covid-19 pandemic, the RoboCup WorldCup 2021 was held completely remotely. For this competition the Webots simulator (https://cyberbotics.com/) was used, so all teams needed to transfer their robot to the simulation. This paper describes our experiences during this process as well as a genetic learning approach to improve our walk engine to allow a more stable and faster movement in the simulation. Therefore we used a docker setup to scale easily. The resulting movement was one of the outstanding features that finally led to the championship title.
The present work ties in with the problem of bicycle road assessment that is currently done using expensive special measuring vehicles. Our alternative approach for road condition assessment is to mount a sensor device on a bicycle which sends accelerometer and gyroscope data via WiFi to a classification server. There, a prediction model determines road type and condition based on the sensor data. For the classification task, we compare different machine learning methods with each other, whereby validation accuracies of 99% can be achieved with deep residual networks such as InceptionTime. The main contribution of this work with respect to comparable work is that we achieve excellent accuracies on a realistic dataset classifying road conditions into nine distinct classes that are highly relevant for practice.
This paper describes a thorough analysis of using PPO to learn kick behaviors with simulated NAO robots in the simspark environment. The analysis includes an investigation of the influence of PPO hyperparameters, network size, training setups and performance in real games. We believe to improve the state of the art mainly in four points: first, the kicks are learned with a toed version of the NAO robot, second, we improve the reliability with respect to kickable area and avoidance of falls, third, the kick can be parameterized with desired distance and direction as input to the deep network and fourth, the approach allows to integrate the learned behavior seamlessly into soccer games. The result is a significant improvement of the general level of play.
Machine learning (ML) has become highly relevant in applications across all industries, and specialists in the field are sought urgently. As it is a highly interdisciplinary field, requiring knowledge in computer science, statistics and the relevant application domain, experts are hard to find. Large corporations can sweep the job market by offering high salaries, which makes the situation for small and medium enterprises (SME) even worse, as they usually lack the capacities both for attracting specialists and for qualifying their own personnel. In order to meet the enormous demand in ML specialists, universities now teach ML in specifically designed degree programs as well as within established programs in science and engineering. While the teaching almost always uses practical examples, these are somewhat artificial or outdated, as real data from real companies is usually not available. The approach reported in this contribution aims to tackle the above challenges in an integrated course, combining three independent aspects: first, teaching key ML concepts to graduate students from a variety of existing degree programs; second, qualifying working professionals from SME for ML; and third, applying ML to real-world problems faced by those SME. The course was carried out in two trial periods within a government-funded project at a university of applied sciences in south-west Germany. The region is dominated by SME many of which are world leaders in their industries. Participants were students from different graduate programs as well as working professionals from several SME based in the region. The first phase of the course (one semester) consists of the fundamental concepts of ML, such as exploratory data analysis, regression, classification, clustering, and deep learning. In this phase, student participants and working professionals were taught in separate tracks. Students attended regular classes and lab sessions (but were also given access to e-learning materials), whereas the professionals learned exclusively in a flipped classroom scenario: they were given access to e-learning units (video lectures and accompanying quizzes) for preparation, while face-to-face sessions were dominated by lab experiments applying the concepts. Prior to the start of the second phase, participating companies were invited to submit real-world problems that they wanted to solve with the help of ML. The second phase consisted of practical ML projects, each tackling one of the problems and worked on by a mixed team of both students and professionals for the period of one semester. The teams were self-organized in the ways they preferred to work (e.g. remote vs. face-to-face collaboration), but also coached by one of the teaching staff. In several plenary meetings, the teams reported on their status as well as challenges and solutions. In both periods, the course was monitored and extensive surveys were carried out. We report on the findings as well as the lessons learned. For instance, while the program was very well-received, professional participants wished for more detailed coverage of theoretical concepts. A challenge faced by several teams during the second phase was a dropout of student members due to upcoming exams in other subjects.
One of the challenges for autonomous driving in general is to detect objects in the car's camera images. In the Audi Autonomous Driving Cup (AADC), among those objects are other cars, adult and child pedestrians and emergency vehicle lighting. We show that with recent deep learning networks we are able to detect these objects reliably on the limited Hardware of the model cars. Also, the same deep network is used to detect road features like mid lines, stop lines and even complete crossings. Best results are achieved using Faster R-CNN with Inception v2 showing an overall accuracy of 0.84 at 7 Hz.
This paper describes the concept and some results of the project "Menschen Lernen Maschinelles Lernen" (Humans Learn Machine Learning, ML2) of the University of Applied Sciences Offenburg. It brings together students of different courses of study and practitioners from companies on the subject of Machine Learning. A mixture of blended learning and practical projects ensures a tight coupling of machine learning theory and application. The paper details the phases of ML2 and mentions two successful example projects.