arXiv subjects

Jean Costa

Publications and source records attributed to Jean Costa.

4 recordsLinked to original sources

arXiv2025

SimCoachCorpus: A naturalistic dataset with language and trajectories for embodied teaching

High-quality curated datasets are essential for training and evaluating AI approaches, but are often lacking in embodied interactive domains where language and physical action are intertwined. In particular, few datasets capture how people acquire motor skills in embodied tasks through verbal instruction over time. To address this gap, we introduce SimCoachCorpus: a unique dataset of race car simulator driving that enables the investigation of rich phenomena during guided and unguided motor skill acquisition. In this dataset, 29 humans were asked to drive in a driving simulator around a race track for approximately ninety minutes. Fifteen participants received one-on-one instruction from a professional performance driving coach, and 14 participants drove without coaching instruction. SimCoachCorpus includes features such as vehicle state and inputs, map (track boundaries and race-line), and cone landmarks. Additionally, these are synchronized with the coach's concurrent verbal feedback and additional terminal feedback at the end of each lap. We also provide high-quality annotations of high-level coaching categories for each concurrent feedback utterance, ratings on students' compliance with coaching advice, and self-reported cognitive load and emotional state of participants (gathered from surveys during the study). The final dataset includes over 20,000 concurrent feedback utterances, over 400 terminal feedback utterances, and over 40 hours of interactive driving data. Our naturalistic interactive dataset can be used to investigate motor learning dynamics, explore linguistic phenomena, and train computational models of teaching and learning. We demonstrate applications of this dataset for in-context learning, imitation learning, and topic modeling. Data is hosted at https://doi.org/10.7910/DVN/W7VTKZ and code is available at https://github.com/ToyotaResearchInstitute/sim_coach_corpus

cs.RO↗

arXiv2024

Computational Teaching for Driving via Multi-Task Imitation Learning

Learning motor skills for sports or performance driving is often done with professional instruction from expert human teachers, whose availability is limited. Our goal is to enable automated teaching via a learned model that interacts with the student similar to a human teacher. However, training such automated teaching systems is limited by the availability of high-quality annotated datasets of expert teacher and student interactions that are difficult to collect at scale. To address this data scarcity problem, we propose an approach for training a coaching system for complex motor tasks such as high performance driving via a Multi-Task Imitation Learning (MTIL) paradigm. MTIL allows our model to learn robust representations by utilizing self-supervised training signals from more readily available non-interactive datasets of humans performing the task of interest. We validate our approach with (1) a semi-synthetic dataset created from real human driving trajectories, (2) a professional track driving instruction dataset, (3) a track-racing driving simulator human-subject study, and (4) a system demonstration on an instrumented car at a race track. Our experiments show that the right set of auxiliary machine learning tasks improves performance in predicting teaching instructions. Moreover, in the human subjects study, students exposed to the instructions from our teaching system improve their ability to stay within track limits, and show favorable perception of the model's interaction with them, in terms of usefulness and satisfaction.

cs.RO↗

arXiv2024

Personalizing Driver Safety Interfaces via Driver Cognitive Factors Inference

Recent advances in AI and intelligent vehicle technology hold promise to revolutionize mobility and transportation, in the form of advanced driving assistance (ADAS) interfaces. Although it is widely recognized that certain cognitive factors, such as impulsivity and inhibitory control, are related to risky driving behavior, play a significant role in on-road risk-taking, existing systems fail to leverage such factors. Varying levels of these cognitive factors could influence the effectiveness and acceptance of driver safety interfaces. We demonstrate an approach for personalizing driver interaction via driver safety interfaces that are triggered based on a learned recurrent neural network. The network is trained from a population of human drivers to infer impulsivity and inhibitory control from recent driving behavior. Using a high-fidelity vehicle motion simulator, we demonstrate the ability to deduce these factors from driver behavior. We then use these inferred factors to make instantaneous determinations on whether or not to engage a driver safety interface. This interface aims to decrease a driver's speed during yellow lights and reduce their inclination to run through them.

cs.HC↗

arXiv2024

Effects of Multimodal Explanations for Autonomous Driving on Driving Performance, Cognitive Load, Expertise, Confidence, and Trust

Advances in autonomous driving provide an opportunity for AI-assisted driving instruction that directly addresses the critical need for human driving improvement. How should an AI instructor convey information to promote learning? In a pre-post experiment (n = 41), we tested the impact of an AI Coach's explanatory communications modeled after performance driving expert instructions. Participants were divided into four (4) groups to assess two (2) dimensions of the AI coach's explanations: information type ('what' and 'why'-type explanations) and presentation modality (auditory and visual). We compare how different explanatory techniques impact driving performance, cognitive load, confidence, expertise, and trust via observational learning. Through interview, we delineate participant learning processes. Results show AI coaching can effectively teach performance driving skills to novices. We find the type and modality of information influences performance outcomes. Differences in how successfully participants learned are attributed to how information directs attention, mitigates uncertainty, and influences overload experienced by participants. Results suggest efficient, modality-appropriate explanations should be opted for when designing effective HMI communications that can instruct without overwhelming. Further, results support the need to align communications with human learning and cognitive processes. We provide eight design implications for future autonomous vehicle HMI and AI coach design.

cs.HC↗