INS: Interaction-aware Synthesis to Enhance Offline Multi-agent Reinforcement Learning

Published: 22 Jan 2025, Last Modified: 19 Mar 2025ICLR 2025 PosterEveryoneRevisionsBibTeXCC BY 4.0
Keywords: Multi-agent reinforcement learning, Offline reinforcement learning, Diffusion models
TL;DR: We propose an interaction-aware approach to synthesize high-quality datasets for offline MARL.
Abstract: Data scarcity in offline multi-agent reinforcement learning (MARL) is a key challenge for real-world applications. Recent advances in offline single-agent reinforcement learning (RL) demonstrate the potential of data synthesis to mitigate this issue. However, in multi-agent systems, interactions between agents introduce additional challenges. These interactions complicate the synthesis of multi-agent datasets, leading to data distortion when inter-agent interactions are neglected. Furthermore, the quality of the synthetic dataset is often constrained by the original dataset. To address these challenges, we propose **INteraction-aware Synthesis (INS)**, which synthesizes high-quality multi-agent datasets using diffusion models. Recognizing the sparsity of inter-agent interactions, INS employs a sparse attention mechanism to capture these interactions, ensuring that the synthetic dataset reflects the underlying agent dynamics. To overcome the limitation of diffusion models requiring continuous variables, INS implements a bit action module, enabling compatibility with both discrete and continuous action spaces. Additionally, we incorporate a select mechanism to prioritize transitions with higher estimated values, further enhancing the dataset quality. Experimental results across multiple datasets in MPE and SMAC environments demonstrate that INS consistently outperforms existing methods, resulting in improved downstream policy performance and superior dataset metrics. Notably, INS can synthesize high-quality data using only 10% of the original dataset, highlighting its efficiency in data-limited scenarios.
Primary Area: reinforcement learning
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Submission Number: 6881
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