Automated curricula through setter-solver interactions

A BSTRACT Reinforcement learning algorithms use correlations between policies and rewards to improve agent performance. But in dynamic or sparsely rewarding environments these correlations are often too small, or rewarding events are too infrequent to make learning feasible. Human education instead relies on curricula-the breakdown of tasks into simpler, static challenges with dense rewards-to build up to complex behaviors. While curricula are also useful for artificial agents, handcrafting them is time consuming. This has lead researchers to explore automatic curriculum generation. Here we explore automatic curriculum generation in rich, dynamic environments. Using a setter-solver paradigm we show the importance of considering goal validity, goal feasibility, and goal coverage to construct useful curricula. We demonstrate the success of our approach in rich but sparsely rewarding 2D and 3D environments, where an agent is tasked to achieve a single goal selected from a set of possible goals that varies between episodes, and identify challenges for future work. Finally, we demonstrate the value of a novel technique that guides agents towards a desired goal distribution. Altogether, these results represent a substantial step towards applying automatic task curricula to learn complex, otherwise unlearnable goals, and to our knowledge are the first to demonstrate automated curriculum generation for goal-conditioned agents in environments where the possible goals vary between episodes. 1 I NTRODUCTION Reinforcement learning (RL) algorithms use correlations between policies and environmental rewards to reinforce and improve agent performance. But such correlation-based learning may struggle in dynamic environments with constantly changing settings or goals, because policies that correlate with rewards in one episode may fail to correlate with rewards in a subsequent episode. Correlation-based learning may also struggle in sparsely rewarding environments since by definition there are fewer rewards, and hence fewer instances when policy-reward correlations can be measured and learned from. In the most problematic tasks, agents may fail to begin learning at all. While RL has been used to achieve expert-level performance in some sparsely rewarding games (Silver et al., 2016; OpenAI, 2018; Vinyals et al., 2019), success has often required carefully engineered curricula to bootstrap learning, such as learning from millions of expert games or handcrafted shaping rewards. In some cases self-play between agents as they improve can serve as a powerful automatic curriculum for achieving expert or superhuman performance (Silver et al., 2018; Vinyals et al., 2019).