Existing works mainly focus on arranging the levels to explicitly form a curriculum. In this work, we take a close look atthelearning process itself under themulti-leveltraining inProcgen.

Procedurally generated environments such as Procgen Benchmark provide a testbed for evaluating the agent's ability to robustly learn a relevant skill, by situating the agent in ever-changing levels. The diverse levels associated with varying contexts are naturally connected to curriculum learning. Existing works mainly focus on arranging the levels to explicitly form a curriculum. In this work, we take a close look at the learning process itself under the multi-level training in Procgen. Interestingly, the learning process exhibits a gradual shift from easy contexts to hard contexts, suggesting an implicit curriculum in multi-level training. Our analysis is made possible through C-Procgen, a benchmark we build upon Procgen that enables explicit control of the contexts. We believe our findings will foster a deeper understanding of learning in diverse contexts, and our benchmark will benefit future research in curriculum reinforcement learning.

Existing works mainly focus on arranging the levels to explicitly form a curriculum.

Offline reinforcement learning (RL) offers a promising framework for training agents using pre-collected datasets without the need for further environment interaction. However, policies trained on offline data often struggle to generalise due to limited exposure to diverse states. The complexity of visual data introduces additional challenges such as noise, distractions, and spurious correlations, which can misguide the policy and increase the risk of overfitting if the training data is not sufficiently diverse. Indeed, this makes it challenging to leverage vision-based offline data in training robust agents that can generalize to unseen environments. To solve this problem, we propose a simple approach generating additional synthetic training data. We propose a two-step process, first augmenting the originally collected offline data to improve zero-shot generalization by introducing diversity, then using a diffusion model to generate additional data in latent space. We test our method across both continuous action spaces (Visual D4RL) and discrete action spaces (Procgen), demonstrating that it significantly improves generalization without requiring any algorithmic changes to existing model-free offline RL methods. We show that our method not only increases the diversity of the training data but also significantly reduces the generalization gap at test time while maintaining computational efficiency. We believe this approach could fuel additional progress in generating synthetic data to train more general agents in the future.

Procedurally generated environments such as Procgen Benchmark provide a testbed for evaluating the agent's ability to robustly learn a relevant skill, by situating the agent in ever-changing levels. The diverse levels associated with varying contexts are naturally connected to curriculum learning. Existing works mainly focus on arranging the levels to explicitly form a curriculum. In this work, we take a close look at the learning process itself under the multi-level training in Procgen. Interestingly, the learning process exhibits a gradual shift from easy contexts to hard contexts, suggesting an implicit curriculum in multi-level training.

Extracting relevant information from a stream of high-dimensional observations is a central challenge for deep reinforcement learning agents. Actor-critic algorithms add further complexity to this challenge, as it is often unclear whether the same information will be relevant to both the actor and the critic. To this end, we here explore the principles that underlie effective representations for the actor and for the critic in on-policy algorithms. We focus our study on understanding whether the actor and critic will benefit from separate, rather than shared, representations. Our primary finding is that when separated, the representations for the actor and critic systematically specialise in extracting different types of information from the environment -- the actor's representation tends to focus on action-relevant information, while the critic's representation specialises in encoding value and dynamics information. We conduct a rigourous empirical study to understand how different representation learning approaches affect the actor and critic's specialisations and their downstream performance, in terms of sample efficiency and generation capabilities. Finally, we discover that a separated critic plays an important role in exploration and data collection during training. Our code, trained models and data are accessible at https://github.com/francelico/deac-rep.

We examine the capability of Multimodal Large Language Models (MLLMs) to tackle diverse domains that extend beyond the traditional language and vision tasks these models are typically trained on. Specifically, our focus lies in areas such as Embodied AI, Games, UI Control, and Planning. To this end, we introduce a process of adapting an MLLM to a Generalist Embodied Agent (GEA). GEA is a single unified model capable of grounding itself across these varied domains through a multi-embodiment action tokenizer. GEA is trained with supervised learning on a large dataset of embodied experiences and with online RL in interactive simulators. We explore the data and algorithmic choices necessary to develop such a model. Our findings reveal the importance of training with cross-domain data and online RL for building generalist agents. The final GEA model achieves strong generalization performance to unseen tasks across diverse benchmarks compared to other generalist models and benchmark-specific approaches.

In-context learning (ICL) is the ability of a model to learn a new task by observing a few exemplars in its context. While prevalent in NLP, this capability has recently also been observed in Reinforcement Learning (RL) settings. Prior in-context RL methods, however, require entire episodes in the agent's context. Given that complex environments typically lead to long episodes with sparse rewards, these methods are constrained to simple environments with short episodes. To address these challenges, we introduce Retrieval-Augmented Decision Transformer (RA-DT). RA-DT employs an external memory mechanism to store past experiences from which it retrieves only sub-trajectories relevant for the current situation. The retrieval component in RA-DT does not require training and can be entirely domain-agnostic. We evaluate the capabilities of RA-DT on grid-world environments, robotics simulations, and procedurally-generated video games. On grid-worlds, RA-DT outperforms baselines, while using only a fraction of their context length. Furthermore, we illuminate the limitations of current in-context RL methods on complex environments and discuss future directions. To facilitate future research, we release datasets for four of the considered environments.

We introduce Proximal Policy Distillation (PPD), a novel policy distillation method that integrates student-driven distillation and Proximal Policy Optimization (PPO) to increase sample efficiency and to leverage the additional rewards that the student policy collects during distillation. To assess the efficacy of our method, we compare PPD with two common alternatives, student-distill and teacher-distill, over a wide range of reinforcement learning environments that include discrete actions and continuous control (ATARI, Mujoco, and Procgen). For each environment and method, we perform distillation to a set of target student neural networks that are smaller, identical (self-distillation), or larger than the teacher network. Our findings indicate that PPD improves sample efficiency and produces better student policies compared to typical policy distillation approaches. Moreover, PPD demonstrates greater robustness than alternative methods when distilling policies from imperfect demonstrations. The code for the paper is released as part of a new Python library built on top of stable-baselines3 to facilitate policy distillation: 'sb3-distill'.

Despite recent progress in offline learning, these methods are still trained and tested on the same environment. In this paper, we compare the generalization abilities of widely used online and offline learning methods such as online reinforcement learning (RL), offline RL, sequence modeling, and behavioral cloning. Our experiments show that offline learning algorithms perform worse on new environments than online learning ones. We also introduce the first benchmark for evaluating generalization in offline learning, collecting datasets of varying sizes and skill-levels from Procgen (2D video games) and WebShop (e-commerce websites). The datasets contain trajectories for a limited number of game levels or natural language instructions and at test time, the agent has to generalize to new levels or instructions. Our experiments reveal that existing offline learning algorithms struggle to match the performance of online RL on both train and test environments. Behavioral cloning is a strong baseline, outperforming state-of-the-art offline RL and sequence modeling approaches when trained on data from multiple environments and tested on new ones. Finally, we find that increasing the diversity of the data, rather than its size, improves performance on new environments for all offline learning algorithms. Our study demonstrates the limited generalization of current offline learning algorithms highlighting the need for more research in this area.