GACL: Grounded Adaptive Curriculum Learning with Active Task and Performance Monitoring

-- Curriculum learning has emerged as a promising approach for training complex robotics tasks, yet current applications predominantly rely on manually designed curricula, which demand significant engineering effort and can suffer from subjective and suboptimal human design choices. While automated curriculum learning has shown success in simple domains like grid worlds and games where task distributions can be easily specified, robotics tasks present unique challenges: they require handling complex task spaces while maintaining relevance to target domain distributions that are only partially known through limited samples. We validate GACL on wheeled navigation in constrained environments and quadruped locomotion in challenging 3D confined spaces, achieving 6.8% and 6.1% higher success rates, respectively, than state-of-the-art methods in each domain. Curriculum learning has shown promises in training robots for complex tasks such as navigating through highly constrained environments or maintaining quadruped locomotion across challenging terrain [1], [2]. However, current applications of curriculum learning in robotics face a fundamental challenge: they predominantly rely on manually designed curricula, which demand significant engineering effort and can suffer from subjective, suboptimal design choices. For example, in quadruped locomotion tasks [2], roboticists must carefully design progressive stages from basic jumping skills to complex obstacle traversal and manually define success metrics and progression conditions at each stage.