LgTS: Dynamic Task Sampling using LLM-generated sub-goals for Reinforcement Learning Agents

• URL: http://arxiv.org/abs/2310.09454v1
• Date: Sat, 14 Oct 2023 00:07:03 GMT
• Title: LgTS: Dynamic Task Sampling using LLM-generated sub-goals for Reinforcement Learning Agents
• Authors: Yash Shukla, Wenchang Gao, Vasanth Sarathy, Alvaro Velasquez, Robert Wright, Jivko Sinapov
• Abstract summary: We propose LgTS (LLM-guided Teacher-Student learning), a novel approach that explores the planning abilities of LLMs. Our approach does not assume access to a propreitary or a fine-tuned LLM, nor does it require pre-trained policies that achieve the sub-goals proposed by the LLM.
• Score: 10.936460061405157
• License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
• Abstract: Recent advancements in reasoning abilities of Large Language Models (LLM) has promoted their usage in problems that require high-level planning for robots and artificial agents. However, current techniques that utilize LLMs for such planning tasks make certain key assumptions such as, access to datasets that permit finetuning, meticulously engineered prompts that only provide relevant and essential information to the LLM, and most importantly, a deterministic approach to allow execution of the LLM responses either in the form of existing policies or plan operators. In this work, we propose LgTS (LLM-guided Teacher-Student learning), a novel approach that explores the planning abilities of LLMs to provide a graphical representation of the sub-goals to a reinforcement learning (RL) agent that does not have access to the transition dynamics of the environment. The RL agent uses Teacher-Student learning algorithm to learn a set of successful policies for reaching the goal state from the start state while simultaneously minimizing the number of environmental interactions. Unlike previous methods that utilize LLMs, our approach does not assume access to a propreitary or a fine-tuned LLM, nor does it require pre-trained policies that achieve the sub-goals proposed by the LLM. Through experiments on a gridworld based DoorKey domain and a search-and-rescue inspired domain, we show that generating a graphical structure of sub-goals helps in learning policies for the LLM proposed sub-goals and the Teacher-Student learning algorithm minimizes the number of environment interactions when the transition dynamics are unknown.

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