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Teaching Introductory Artificial Intelligence through Java-Based Games

AAAI Conferences

We introduce a Java graphical gaming framework that enables students in an introductory artificial intelligence (AI) course to immediately apply and visualize the topics from class. We have used this framework in teaching a mixed undergraduate/graduate AI course for six years. We believe that the use of games motivates students. The graphical nature of each game enables students to quickly see how well their algorithm works. Because the topics in an introductory AI course vary widely, students apply their algorithms to multiple game environments. A final challenging environment enables them to tie together the concepts for the entire semester.


Science Fiction as an Introduction to AI Research

AAAI Conferences

The undergraduate computer science curriculum is generally focused on skills and tools;ย  most students are not exposed to muchย  research in the field, and do not learn how to navigate the research literature.ย  We describe how science fiction reviews were used as a gateway to research reviews.ย  Students learn a little about current or recent research on a topic that stirs their imagination, and learn how to search for, read critically, and compare technical papers on a topic related their chosen science fiction book, movie, or TV show.




Lego Plays Chess: A Low-Cost, Low-Complexity Approach to Intelligent Robotics

AAAI Conferences

The design and implementation of a robotic chess agent is described. Shallow Blue, a competitor in the AAAI 2011 Small Scale Manipulation Challenge, is constructed with low-cost components including Lego NXT bricks and is programmed using Java and Lejos.


A Robotics Environment for Software Engineering Courses

AAAI Conferences

The initial idea of using Lego Mindstorms Robots for student courses had soon to be expanded to a simulation environment as the user base in students grew larger and the need for parallel development and testing arose. An easy to use and easy to set up means of providing positioning data led to the creation of an indoor positioning system so that new users can adapt quickly and successfully, as sensors on the actual robots are difficult to configure and hard to interpret in an environmental context. A global positioning system shared among robots can make local sensors obsolete and still deliver more precise information than currently available sensors, also providing the base necessary for the robots to effectively work on shared tasks as a group. Further more, a simulator for robots programmed with Fujaba and Java which was developed along the way can be used by many developers simultaneously and lets them evaluate their code in a simple way, while close to real-world results.



Can Quadrotors Succeed as an Educational Platform?

AAAI Conferences

That drone and its basic capabilities are summarized in Figure 1. The flexibility and controllability of quadrotor helicopters have made them a recent focus of interest among robotics and AI research groups. At the same time, their popularity has led to a wide range of commercially available platforms, some at prices accessible for undergraduate educational use. This project evaluates the ARDrone quadrotor helicopter as a basis for use in undergraduate classes such as robotics, computer vision, or embodied AI. We have encountered both successes and frustrations in using the ARDrone to date. Looking forward, the quadrotor's capabilities do seem a promising basis for future curricular offerings.


Learning Tasks and Skills Together From a Human Teacher

AAAI Conferences

Robot Learning from Demonstration (LfD) research deals with the challenges of enabling humans to teach robots novel skills and tasks (Argall et al. 2009). The practical importance of LfD is due to the fact that it is impossible to pre-program all the necessary skills and task knowledge that a robot might need during its life-cycle. This poses many interesting application areas for LfD ranging from houses to factory floors. An important motivation for our research agenda is that in many of the practical LfD applications, the teacher will be an everyday end-user, not an expert in Machine Learning or robotics. Thus, our research explores the ways in which Machine Learning can exploit human social learning interactions--Socially Guided Machine Learning (SGML).


Discovering Latent Strategies

AAAI Conferences

Strategy mining is a new area of research about discovering strategies in decision-making. In this paper, we formulate the strategy-mining problem as a clustering problem, called the latent-strategy problem. In a latent-strategy problem, a corpus of data instances is given, each of which is represented by a set of features and a decision label. The inherent dependency of the decision label on the features is governed by a latent strategy. The objective is to find clusters, each of which contains data instances governed by the same strategy. Existing clustering algorithms are inappropriate to cluster dependency because they either assume feature independency (e.g., K-means) or only consider the co-occurrence of features without explicitly modeling the special dependency of the decision label on other features (e.g., Latent Dirichlet Allocation (LDA)). In this paper, we present a baseline unsupervised learning algorithm for dependency clustering. Our model-based clustering algorithm iterates between an assignment step and a minimization step to learn a mixture of decision tree models that represent latent strategies. Similar to the Expectation Maximization algorithm, our algorithm is grounded in the statistical learning theory. Different from other clustering algorithms, our algorithm is irrelevant-feature resistant and its learned clusters (modeled by decision trees) are strongly interpretable and predictive. We systematically evaluate our algorithm using a common law dataset comprised of actual cases. Experimental results show that our algorithm significantly outperforms K-means and LDA on clustering dependency.