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Comparison of evolutionary, reinforcement and active learning for simulation-based design space exploration

Published online by Cambridge University Press:  02 July 2026

Oliver Bleisinger*
Affiliation:
RPTU University Kaiserslautern-Landau, Germany
Mareike Victoria Keil
Affiliation:
University of Mannheim, Germany
Martin Eigner
Affiliation:
EIGNER engineering consult, Germany

Abstract:

Trade-off studies often use the design of experiments approach, while simulation models enable data-based product optimization by AI. This paper presents a comparison of evolutionary algorithms, reinforcement learning as well as active learning for design space exploration. Based on a real-world case study and hypervolume analysis, the performance of selected algorithms is assessed. The results highlight their ability to identify pareto fronts and provide insights to deepen the understanding of AI-driven design space exploration.

Information

Type
ARTIFICIAL INTELLIGENCE AND DATA-DRIVEN DESIGN
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (https://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2026
Figure 0

Figure 1. Research approach with allocated contribution to RQs and paper sections

Figure 1

Table 1. Comparison of different ML paradigms for SBDSE applications

Figure 2

Figure 2. Simplified view on DoE approach (top) and exemplary automation approach on the example of AL (bottom) as extract from previous work (Bleisinger & Eigner, 2025)

Figure 3

Table 2. Overview of selected algorithms from different machine learning paradigms

Figure 4

Figure 3. Results for hypervolume of runs on different starting seeds A3C, SAC, GAL, NSGA-II