One of the lessons from the COVID-19 pandemic is the importance of social distancing, even in challenging circumstances such as pre-hurricane evacuation. To explore the implications of integrating social distancing with evacuation operations, we describe this evacuation process as a Capacitated Vehicle Routing Problem (CVRP) and solve it using a DNN (Deep Neural Network)-based solution (Deep Reinforcement Learning) and a non-DNN solution (Sweep Algorithm). A central question is whether Deep Reinforcement Learning provides sufficient extra routing efficiency to accommodate increased social distancing in a time-constrained evacuation operation. We found that, in comparison to the Sweep Algorithm, Deep Reinforcement Learning can provide decision-makers with more efficient routing. However, the evacuation time saved by Deep Reinforcement Learning does not come close to compensating for the extra time required for social distancing, and its advantage disappears as the emergency vehicle capacity approaches the number of people per household.

We explore the implications of integrating social distancing with emergency evacuation, as would be expected when a hurricane approaches a city during the COVID-19 pandemic. Specifically, we compare DNN (Deep Neural Network)-based and non-DNN methods for generating evacuation strategies that minimize evacuation time while allowing for social distancing in emergency vehicles. A central question is whether a DNN-based method provides sufficient extra routing efficiency to accommodate increased social distancing in a time-constrained evacuation operation. We describe the problem as a Capacitated Vehicle Routing Problem and solve it using a non-DNN solution (Sweep Algorithm) and a DNN-based solution (Deep Reinforcement Learning). The DNN-based solution can provide decision-makers with more efficient routing than the typical non-DNN routing solution. However, it does not come close to compensating for the extra time required for social distancing, and its advantage disappears as the emergency vehicle capacity approaches the number of people per household.

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The currently observed developments in Artificial Intelligence (AI) and its influence on different types of industries mean that human-robot cooperation is of special importance. Various types of robots have been applied to the so-called field of Edutainment, i.e., the field that combines education with entertainment. This paper introduces a novel fuzzy-based system for a human-robot cooperative Edutainment. This co-learning system includes a brain-computer interface (BCI) ontology model and a Fuzzy Markup Language (FML)-based Reinforcement Learning Agent (FRL-Agent). The proposed FRL-Agent is composed of (1) a human learning agent, (2) a robotic teaching agent, (3) a Bayesian estimation agent, (4) a robotic BCI agent, (5) a fuzzy machine learning agent, and (6) a fuzzy BCI ontology. In order to verify the effectiveness of the proposed system, the FRL-Agent is used as a robot teacher in a number of elementary schools, junior high schools, and at a university to allow robot teachers and students to learn together in the classroom. The participated students use handheld devices to indirectly or directly interact with the robot teachers to learn English. Additionally, a number of university students wear a commercial EEG device with eight electrode channels to learn English and listen to music. In the experiments, the robotic BCI agent analyzes the collected signals from the EEG device and transforms them into five physiological indices when the students are learning or listening. The Bayesian estimation agent and fuzzy machine learning agent optimize the parameters of the FRL agent and store them in the fuzzy BCI ontology. The experimental results show that the robot teachers motivate students to learn and stimulate their progress. The fuzzy machine learning agent is able to predict the five physiological indices based on the eight-channel EEG data and the trained model. In addition, we also train the model to predict the other students’ feelings based on the analyzed physiological indices and labeled feelings. The FRL agent is able to provide personalized learning content based on the developed human and robot cooperative edutainment approaches. To our knowledge, the FRL agent has not applied to the teaching fields such as elementary schools before and it opens up a promising new line of research in human and robot co-learning. In the future, we hope the FRL agent will solve such an existing problem in the classroom that the high-performing students feel the learning contents are too simple to motivate their learning or the low-performing students are unable to keep up with the learning progress to choose to give up learning.

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