Revisiting Matrix Sketching in Linear Bandits: Achieving Sublinear Regret via Dyadic Block Sketching

ICLR 2026 Conference Submission14906 Authors

19 Sept 2025 (modified: 08 Oct 2025)ICLR 2026 Conference SubmissionEveryoneRevisionsBibTeXCC BY 4.0
Keywords: Linear Bandits, Matrix Sketching, Multi-scale Sketching
TL;DR: We propose a framework for efficient sketch-based linear bandits to address the issue of linear regret that may arise with matrix sketching.
Abstract: Linear bandits have become a cornerstone of online learning and sequential decision-making, providing solid theoretical foundations for balancing exploration and exploitation. Within this domain, matrix sketching serves as a critical component for achieving computational efficiency, especially when confronting high-dimensional problem instances. The sketch-based approaches reduce per-round complexity from $\Omega(d^2)$ to $O(d)$, where $d$ is the dimension. However, this computational efficiency comes with a fundamental pitfall: when the streaming matrix exhibits heavy spectral tails, such algorithms can incur vacuous *linear regret*. In this paper, we revisit the regret bounds and algorithmic design for sketch-based linear bandits. Our analysis reveals that inappropriate sketch sizes can lead to substantial spectral error, severely undermining regret guarantees. To overcome this issue, we propose Dyadic Block Sketching, a novel multi-scale matrix sketching approach that dynamically adjusts the sketch size during the learning process. We apply this technique to linear bandits and demonstrate that the new algorithm achieves *sublinear regret* bounds without requiring prior knowledge of the streaming matrix properties. It establishes a general framework for efficient sketch-based linear bandits, which can be integrated with any matrix sketching method that provides covariance guarantees. Comprehensive experimental evaluation demonstrates the superior utility-efficiency trade-off achieved by our approach.
Supplementary Material: zip
Primary Area: reinforcement learning
Submission Number: 14906
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