Balancing Teacher Following and Reward Maximization in Reinforcement Learning

Learning from rewards (i.e., reinforcement learning or RL) and learning to imitate a teacher (i.e., teacher-student learning) are two established approaches for solving sequential decision-making problems. To combine the benefits of these different forms of learning, it is common to train a policy to maximize a combination of reinforcement and teacher-student learning objectives. However, without a principled method to balance these objectives, prior work used heuristics and problem-specific hyperparameter searches to balance the two objectives. We present a principled approach, along with an approximate implementation for dynamically and automatically balancing when to follow the teacher and when to use rewards. The main idea is to adjust the importance of teacher supervision by comparing the agent’s performance to the counterfactual scenario of the agent learning without teacher supervision and only from rewards. If using teacher supervision improves performance, the importance of teacher supervision is increased and otherwise it is decreased. We will investigate the capabilities of this algorithm against strong baselines across diverse domains.

Name thesis:degree_name

Master

Department dc:contributor.department

Massachusetts Institute of Technology. Department of Electrical Engineering and Computer Science

Grantor dc:publisher

Massachusetts Institute of Technology

Year dc:date.issued

2024

Author dc:creator

• Shenfeld Amit, Idan

Advisor dc:contributor.advisor

• Agrawal, Pulkit

Statement dc:rights

• Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
• Copyright retained by author(s)

Licence dc:rights.uri

• https://creativecommons.org/licenses/by-nc-nd/4.0/

Handle dc:identifier.uri

https://hdl.handle.net/1721.1/156290

OAI identifier oai:identifier

oai:dspace.mit.edu:1721.1/156290