Deep learning has enabled traditional reinforcement learning methods to deal with high-dimensional problems. However, one of the disadvantages of deep reinforcement learning methods is the limited exploration capacity of learning agents. In this paper, we introduce an approach that integrates human strategies to increase the exploration capacity of multiple deep reinforcement learning agents. We also report the development of our own multi-agent environment called Multiple Tank Defence to simulate the proposed approach. The results show the significant performance improvement of multiple agents that have learned cooperatively with human strategies. This implies that there is a critical need for human intellect teamed with machines to solve complex problems. In addition, the success of this simulation indicates that our developed multi-agent environment can be used as a testbed platform to develop and validate other multi-agent control algorithms. Details of the environment implementation can be referred to http://www.deakin.edu.au/~thanhthi/madrl_human.htm

In 2015, Google's DeepMind announced an advancement in creating an autonomous agent based on deep reinforcement learning (DRL) that could beat a professional player in a series of 49 Atari games. However, the current manifestation of DRL is still immature, and has significant drawbacks. One of DRL's imperfections is its lack of "exploration" during the training process, especially when working with high-dimensional problems. In this paper, we propose a mixed strategy approach that mimics behaviors of human when interacting with environment, and create a "thinking" agent that allows for more efficient exploration in the DRL training process. The simulation results based on the Breakout game show that our scheme achieves a higher probability of obtaining a maximum score than does the baseline DRL algorithm, i.e., the asynchronous advantage actor-critic method. The proposed scheme therefore can be applied effectively to solving a complicated task in a real-world application.

Reports of the Workshops of the Thirty-First AAAI Conference on Artificial Intelligence

The AAAI-17 workshop program included 17 workshops covering a wide range of topics in AI. Workshops were held Sunday and Monday, February 4-5, 2017 at the Hilton San Francisco Union Square in San Francisco, California, USA. This report contains summaries of 12 of the workshops, and brief abstracts of the remaining 5

In recent years, AI-based applications have increasingly been used in real-world domains. For example, game theory-based decision aids have been successfully deployed in various security settings to protect ports, airports, and wildlife. This article describes our unique problem-to-project educational approach that used games rooted in real-world issues to teach AI concepts to diverse audiences. Specifically, our educational program began by presenting real-world security issues, and progressively introduced complex AI concepts using lectures, interactive exercises, and ultimately hands-on games to promote learning. We describe our experience in applying this approach to several audiences, including students of an urban public high school, university undergraduates, and security domain experts who protect wildlife. We evaluated our approach based on results from the games and participant surveys.

Recent years have seen increasing interest in AI from outside the AI community. This is partly due to applications based on AI that have been used in real-world domains, for example, the successful deployment of game theory-based decision aids in security domains. This paper describes our teaching approach for introducing the AI concepts underlying security games to diverse audiences. We adapted a game-based research platform that served as a testbed for recent research advances in computational game theory into a set of interactive role-playing games. We guided learners in playing these games as part of our teaching strategy, which also included didactic instruction and interactive exercises on broader AI topics. We describe our experience in applying this teaching approach to diverse audiences, including students of an urban public high school, university undergraduates, and security domain experts who protect wildlife. We evaluate our approach based on results from the games and participant surveys.