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This research introduces STAGE, an imitation learning framework that enables autonomous driving systems to replicate specific user behaviors by encoding style preferences as continuous values. By integrating preference learning with rule-based comparisons for training efficiency, the method allows users to dynamically control action patterns while maintaining safety and alignment across typical road scenarios. The work advances personalized robotics through a novel approach to modeling human behavioral nuances in vehicle automation.
STAGE: STyle-controllable Action GEneration for personalized autonomous driving
arXiv:2607.29517v1 Announce Type: new Abstract: Driving style refers to the behavioral preferences that drivers maintain during driving, shaped by their diverse experiences, habits, and needs, and is typically reflected in varying levels of aggressiveness. If humans choose to use autonomous driving systems, they would expect the driving style of the systems to closely resemble their own habit. However, this is challenging for current industrial autonomous driving systems. To address this, we developed a style controllable action generation method, STAGE, for driving tasks. Its training process is based on imitation learning, incorporating both style value and latent value action modality encoding. Preference learning is then used to identify the user's driving style as a continuous, monotonic style value. And to reduce the cost of human involvement in the preference training process, we also developed a set of rules to compare driving style in data pairs. Then, during inference, the user inputs the style value to control the generated action patterns, dynamically meeting the user's expectations. Using the STAGE method, we verified that the style-controlled action generation results in several typical road scenarios significantly align with human expectations. Furthermore, through comparisons between the STAGE method and various other approaches, we reveal the unique functionalities of STAGE, including its style controllability, style continuity, driving style alignment capability and driving safety. The code for this work is available at: https://github.com/CarlDegio/STAGE
Abstract:Driving style refers to the behavioral preferences that drivers maintain during driving, shaped by their diverse experiences, habits, and needs, and is typically reflected in varying levels of aggressiveness. If humans choose to use autonomous driving systems, they would expect the driving style of the systems to closely resemble their own habit. However, this is challenging for current industrial autonomous driving systems. To address this, we developed a style controllable action generation method, STAGE, for driving tasks. Its training process is based on imitation learning, incorporating both style value and latent value action modality encoding. Preference learning is then used to identify the user's driving style as a continuous, monotonic style value. And to reduce the cost of human involvement in the preference training process, we also developed a set of rules to compare driving style in data pairs. Then, during inference, the user inputs the style value to control the generated action patterns, dynamically meeting the user's expectations. Using the STAGE method, we verified that the style-controlled action generation results in several typical road scenarios significantly align with human expectations. Furthermore, through comparisons between the STAGE method and various other approaches, we reveal the unique functionalities of STAGE, including its style controllability, style continuity, driving style alignment capability and driving safety. The code for this work is available at: this https URL
Robotics (cs.RO); Human-Computer Interaction (cs.HC)
arXiv:2607.29517 [cs.RO]
(or arXiv:2607.29517v1 [cs.RO] for this version)
https://doi.org/10.48550/arXiv.2607.29517 Focus to learn more arXiv-issued DOI via DataCite (pending registration)
IEEE Robotics and Automation Letters, vol. 11, no. 2, pp. 2130-2137, Feb. 2026
https://doi.org/10.1109/LRA.2025.3640974 Focus to learn more DOI(s) linking to related resources
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