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Samuele Vinanzi

Publications and source records attributed to Samuele Vinanzi.

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LEMUR: Learning to Align with Multi-Objective Reinforcement Learning from Preference Feedback

Reinforcement Learning (RL) systems are typically trained using a single, well-specified scalar reward function. However, real-world decision-making tasks often involve multiple, competing objectives, such as performance versus efficiency, where ground-truth reward functions are difficult to specify or inaccessible. While Multi-Objective RL (MORL) addresses such trade-offs by modeling rewards as vectors, existing approaches typically assume access to a well-specified reward function for each objective, inheriting the same challenges faced by single-objective RL. Meanwhile, Preference-based RL (PbRL) has shown great potential in solving complex tasks without access to a pre-defined reward function through reward learning from human feedback, yet has largely been studied in single-objective settings. In this work, we bridge this gap with LEMUR: Learning to Align with Multi-Objective Reinforcement Learning with Preference feedback, a novel framework where an agent interactively learns from the preferences of multiple humans to learn optimal multi-objective policies. Our approach jointly learns policies and multiple objective-specific reward models from human feedback, enabling agents to effectively balance competing objectives during learning. We evaluate LEMUR on a variety of benchmark multi-objective tasks, and empirical results demonstrate its superior performance over baseline methods. Our method presents a promising direction for solving multi-objective decision-making tasks without pre-defined reward functions.

cs.AI

Robots and Children that Learn Together : Improving Knowledge Retention by Teaching Peer-Like Interactive Robots

Despite growing interest in Learning-by-Teaching (LbT), few studies have explored how this paradigm can be implemented with autonomous, peer-like social robots in real classrooms. Most prior work has relied on scripted or Wizard-of-Oz behaviors, limiting our understanding of how real-time, interactive learning can be supported by artificial agents. This study addresses this gap by introducing Interactive Reinforcement Learning (RL) as a cognitive model for teachable social robots. We conducted two between-subject experiments with 58 primary school children, who either taught a robot or practiced independently on a tablet while learning French vocabulary (memorization) and grammatical rules (inference). The robot, powered by Interactive RL, learned from the child's evaluative feedback. Children in the LbT condition achieved significantly higher retention gains compared to those in the self-practice condition, especially on the grammar task. Learners with lower prior knowledge benefited most from teaching the robot. Behavioural metrics revealed that children adapted their teaching strategies over time and engaged more deeply during inference tasks. This work makes two contributions: (1) it introduces Interactive RL as a pedagogically effective and scalable model for peer-robot learning, and (2) it demonstrates, for the first time, the feasibility of deploying multiple autonomous robots simultaneously in real classrooms. These findings extend theoretical understanding of LbT by showing that social robots can function not only as passive tutees but as adaptive partners that enhance meta-cognitive engagement and long-term learning outcomes.

cs.RO

CASPER: Cognitive Architecture for Social Perception and Engagement in Robots

Our world is being increasingly pervaded by intelligent robots with varying degrees of autonomy. To seamlessly integrate themselves in our society, these machines should possess the ability to navigate the complexities of our daily routines even in the absence of a human's direct input. In other words, we want these robots to understand the intentions of their partners with the purpose of predicting the best way to help them. In this paper, we present CASPER (Cognitive Architecture for Social Perception and Engagement in Robots): a symbolic cognitive architecture that uses qualitative spatial reasoning to anticipate the pursued goal of another agent and to calculate the best collaborative behavior. This is performed through an ensemble of parallel processes that model a low-level action recognition and a high-level goal understanding, both of which are formally verified. We have tested this architecture in a simulated kitchen environment and the results we have collected show that the robot is able to both recognize an ongoing goal and to properly collaborate towards its achievement. This demonstrates a new use of Qualitative Spatial Relations applied to the problem of intention reading in the domain of human-robot interaction.

cs.RO