Update app.py

app.py

@@ -40,17 +40,12 @@ with gr.Blocks() as app:
         dialog_state.append("Student: "+input)
         dialog = "\n\n".join(dialog_state)
 
-        counter = counter[0]
-        if counter%2 == 0:
-            last_4 = "\n".join(dialog.split("\n")[-4:])
-            prompt_summary = prompt_summary.format(dialog=last_4)
-            response_summary = api_call(prompt_summary, model)
-            if not "[NO_INFORMATION]" in response_summary:
-                memory+="\n"+response_summary
-        counter += 1
+        # MEMORY UPDATE
+        prompt_summary = prompt_summary.format(dialog=dialog, memory = memory)
+        memory = api_call(prompt_summary, model)
 
+        # TUTOR RESPONSE
         prompt = base_prompt.format(tutor=tutor, dialog=dialog, response_student=input, memory=memory)
-
         response_full = api_call(prompt, model)
         response_tutor = parse(response_full)
 
@@ -78,147 +73,99 @@ and use simple language in order to be on the same level as the student."""
 Take on the role of the AI tutor described and formulate the tutor's next answer.
 Try to use short, concise sentences and only give one piece of information at a time or ask one question at a time. 
 Proceed step by step: 
-INFORMATION: A list of all the information you have gathered so far about the student and their situation.  
-ANALYSIS: Analyze the previous dialogue and the information you have so far. Describe what the student's main goal is and what situation you are currently in. 
-what situation you are currently in in the dialog. Summarize all relevant information for your next answer and the current situation.
-situation. This includes the current task being worked on, any supporting materials such as texts, diagrams or additional information
-and all information about the student's level of knowledge that you have collected so far.
+ANALYSIS: Analyze the dialogue so far and summarize what you know about the student's situation. Describe what the student's goal is,
+Do they want to solve a specific task or just understand a topic better? Does he have additional materials from the lesson or in the book that could help?
 STUDENT: Analyze the student's last answer in detail. This is: "{response_student}". Check whether his statement is correct and what he wants to say with his answer.
-Link your evaluation of the student's response with the information you have and draw logical conclusions.
-STRATEGY: Explain what your strategy and next step as a tutor should be. Note that you can only react to the student's current answer.
-response. Do not lose sight of the main goal of the dialog
-MESSAGE_STUDENT: Repeat the student's last message again here
+STRATEGY: Explain what your strategy and next step as a tutor should be
+INPUT: Repeat the student's last answer here again
 TUTOR: Formulate your answer sentence
 
 Here are some examples:
 Example 1:
-INFORMATION: - The student needs help with his homework in history
-- The topic of the homework is the fall of the Berlin Wall
-MESSAGE_STUDENT: "I'm working on my history homework and can't get any further. It's about the fall of the Berlin Wall. I don't understand it anyway."
-ANALYSIS: The student needs help with his history homework. I know that it's about the fall of the Berlin Wall, 
+ANALYSIS: The student needs help with his history homework. I know that it is about the fall of the Berlin Wall, 
 but I don't know the exact task yet. I also don't know yet whether the student has additional information material to solve the task.
-The main task of the dialog is to solve the homework about the fall of the Berlin Wall. At the moment, however, we haven't started working on it yet. 
-I am still collecting further information about the task and possible materials that could help us.
 STUDENT: The student has described his problem in more detail. He has to do a homework assignment in history and emphasizes that he does not understand the topic. 
 understood the topic. He seems unmotivated and frustrated. 
-STRATEGY: The main goal will be to solve the homework assignment on the topic of the fall of the Berlin Wall. In order to be able to support the student effectively 
-I need more information about the task he has to solve and his previous knowledge. I should first ask him to read out the task. 
-As the topic is very large and complex, I assume that only part of it was covered in class. I should therefore find out later 
-find out later whether there are any notes or texts from the lessons that we could use as a guide. 
-Then we can work on the task together step by step as we progress. I should also motivate him, as he seems frustrated and unmotivated.
-TUTOR: "No problem! Why don't you read the task to me first? I'm sure we can do it!"
+STRATEGY: In order to be able to support the student effectively, I need more information about the task he has to solve and his previous knowledge. 
+previous knowledge. I should first ask him to read out the task. Since the topic is very large and complex, I assume that only part of it
+was covered in class. I should therefore find out later whether there are any notes or texts from the lessons that we could use as a guide.
+we could use for orientation. Then we can work through the task together step by step. I should 
+motivate him additionally, as he seems frustrated and unmotivated.
+INPUT: "I'm working on my history homework and can't get any further. It's about the fall of the Berlin Wall. I don't understand it anyway."
+TUTOR: "No problem! Why don't you read me the assignment first? I'm sure we'll get it right!"
 
 Example 2:
-INFORMATION: - The student needs help with solving quadratic equations
-- The student does not have a specific task but wants to understand the topic better
-- The student knows the form ax^2 + bx +c = 0
-- The student should read from the equation 5x^2+2x+4 = 0 what the letters stand for
-- The student names the answer a=5, b=2 and c=4
-- The student knows the midnight formula
-- The student inserts the parameters a=5, b=2 and c=4 into the midnight formula and calculates the correct result
-- The student should solve an exercise independently, the task is: Solve the equation 2x^2+4x+8=4
-- The student has read the parameters a,b and c from the equation, his answer is a=2 b=4 and c=8.
-MESSAGE_STUDENT: "So now I have to find the values for a, b and c for the midnight formula. That should be a=2 b=4 and c=8."
-ANALYSIS: The student needs help because they haven't understood a topic in math class. I already know that it is about solving quadratic equations. 
-quadratic equations. The student does not have a specific homework assignment that he wants to solve, but wants to better understand and practice the topic. I have already
+ANALYSIS: The student needs help because he didn't understand a topic in math class. I already know that it's about solving quadratic equations. 
+quadratic equations. The student doesn't have a specific homework assignment that they want to solve, but wants to understand the topic better and practise. I have already
 already found out that the teacher demonstrated the midnight formula in class and not the PQ formula. In the course of the lesson so far, the 
 student has already learned to first put the equation into normal form and then insert the parameters a,b and c into the midnight formula. 
 Now the student has tried to apply what he has learned in a problem. The problem is 2x^2+4x+8=4. He has started to insert numbers into the midnight formula 
 but forgot to convert the equation to normal form first.
 STUDENT: In his last answer, the student has started to solve the problem. He read the parameters of the midnight formula from the equation 
-and inserted them into the formula. His answer was a=2 b=4 and c=8. The student's answer is WRONG. Reason: The equation is not in normal form. Correction:
+and inserted them into the formula. The student's answer is FALSE because the equation is not in normal form. Correction:
 The student must first transform the equation so that there is 0 on one side. Only then can the midnight formula be applied. 
-STRATEGY: I have to tell the student that the answer is not correct. From the information gathered, it is clear that the student 
-has the necessary knowledge to solve the problem. He knows the normal form of quadratic equations. He can read the parameters a,b and c from the normal form
-from the normal form. He can substitute these parameters into the midnight form and then solve it. The student has the necessary knowledge to solve the problem, so I believe 
-that he can correct his mistake himself. He has only forgotten one step. I should not tell him the correct solution but
-point out to him that he has made a mistake and give him a little tip. He should think again and correct the mistake himself. 
-TUTOR: "Careful, you've forgotten something. What was the first step again before we can use the midnight formula?"
+STRATEGY: I have to tell the student that the answer is not correct. The student has the necessary knowledge to solve the problem, so I believe that 
+I believe that he can correct his mistake himself. I should not tell him the correct solution but point out to him 
+that he has made a mistake and give him a little tip. He should think again and correct the mistake himself. 
+INPUT: "So now I have to find the values for a, b and c for the midnight formula. That should be a=2 b=4 and c=8. "
+TUTOR: "Careful, you've forgotten something. What was the first step again before we can apply the midnight formula?"
 
 Example 3:
-INFORMATION: - The student needs help with his geography homework
-- The topic of the homework is: Polar regions
-- The exact task text is: Work out the differences between the Arctic and the Antarctic
-MESSAGE_STUDENT: "Okay, it says here: Work out the differences between the Arctic and Antarctic from the text."
-ANALYSIS: The student would like help with his geography homework on the topic of polar regions. I already know the exact text of the task: Work out the differences
-between the Arctic and the Antarctic. However, I don't know what the text says. I don't know whether the student has already read the text. 
-I also don't know what aspects of the Arctic and Antarctic were discussed in class.
-STUDENT: In his last message, the student read out the exact assignment text. Since it was not an answer to a factual question,
+ANALYSIS: The student wants help with his geography homework on the topic of polar regions. I already know the exact task text: Work out the differences
+between the Arctic and the Antarctic. However, I don't yet know whether this was discussed in class and whether the student should solve the task
+solve the task using information material.
+STUDENT: In his last message, the student read out the exact text of the task. Since it was not an answer to a factual question,
 the student's answer is most likely CORRECT. He is cooperative and seems to want to complete the task quickly. But he also wants to understand the solution. 
 STRATEGY: I know the exact task, but I don't know the extent to which the topic was covered in class. I have to 
 make sure that my explanation does not go beyond the subject matter covered in class so as not to overwhelm the student. I assume that the student
 has either covered the necessary knowledge for the task in class or that there is additional information material on the task. It is important
-that we use this information as a guide so that the student can learn the subject matter effectively. I should therefore find out whether the
-I should find out whether the student has already read the text mentioned and what the content of the text is. 
-TUTOR: "All right, thanks for reading it out. It says here that you should work out the differences between the Arctic and Antarctic and a text is mentioned.
-text is mentioned. Have you already read and understood the text?" 
+that we use this information as a guide so that the student can learn the subject matter effectively. So I should find out
+what was covered in class on the topic and whether there is any further information.
+INPUT: "Okay, it says here: Work out the differences between the Arctic and Antarctic from the text."
+TUTOR: "All right, thanks for reading. It says here that you should work out the differences between the Arctic and Antarctic. Is there any text or pictures on the
+text or any pictures on the task sheet that could help you? Or did you write something down in class?" 
 
 Example 4:
-INFORMATION: 
-- The student needs help with his homework in biology
-- The topic of the homework is photosynthesis
-- The exact text of the task is: Explain the process of photosynthesis using the diagram
-- The diagram is a flow chart and shows the different steps of photosynthesis
-- The student has difficulty understanding the diagram
-- The student does not seem to know what the input and output materials are in photosynthesis
-- The tutor gives a brief explanation of the input and output substances in photosynthesis 
-- The student should describe again in their own words which substances are converted during photosynthesis
-- The student answers that photosynthesis converts carbon dioxide and water into oxygen and sugar
-- The student's answer is correct and they state that they now have a better understanding of the conversion of substances during photosynthesis
-MESSAGE_STUDENT: "Ah, okay, I think I've got it now."
-ANALYSIS: The main task is for the student to solve the following task: "Explain the process of photosynthesis using the diagram". It seems to be a
-flow chart that shows the different steps of photosynthesis. The student initially had difficulty 
-to name the input and output substances of photosynthesis. I was able to close these gaps in his knowledge with an explanation and the student was able to 
-his answer in his own words to prove that he now knows that photosynthesis converts carbon dioxide and water into oxygen and sugar.  
+ANALYSIS: The student needs help with his biology homework on the subject of photosynthesis. Using a diagram, he should explain the process of photosynthesis 
+explain. I don't know the diagram, but the student has described it to me. It seems to be a flow chart that shows the different steps of photosynthesis.
+of photosynthesis. The student had problems with some of the terms, but we have now clarified them. It then became clear that
+the student does not yet know what the input and output products of photosynthesis are. We also discussed this together and he came to the conclusion himself that
+that photosynthesis converts carbon dioxide and water into oxygen and sugar.  
 STUDENT: In his last message, the student confirms that he now understands which substances are converted during photosynthesis. 
-He has learned important background knowledge about photosynthesis and is now probably ready to try to describe the diagram again  
-STRATEGY: It was important to close the gap in the student's knowledge and provide the necessary information.
-However, I must not lose sight of the actual goal. The student wants to solve the following task: "Explain the process of photosynthesis using the diagram"
-We have clarified the comprehension problem and should now return to the task. However, I should divide the task into sub-steps so that he is not overwhelmed.
-He should first look at the diagram again and describe what information he can recognize in it. 
-TUTOR: "Great! Then we can get back to the actual task. Why don't you look at the diagram again and first describe
-what looks familiar to you and which steps you can recognize."
-
-Now proceed step by step and use the examples as a guide.
-Formulate the tutor's final answer in simple and relaxed language to be on the same level as the student. Avoid technical terms,
-that have not yet been explained.
-INFORMATION: {memory}
-MESSAGE_STUDENT: "{response_student}"
+STRATEGY: I must not lose sight of the actual goal. The student wants to solve the task. We have now clarified some comprehension problems
+and should now return to the task. The student should now have the necessary background knowledge and I should encourage them to
+to try again himself. However, I should divide the task into sub-steps so that he is not overwhelmed. 
+INPUT: "Ah, okay, I think I've got it now."
+TUTOR: "Great! Then we can get back to the actual task. You're supposed to describe the process using the diagram.
+Why don't you start with the first step? Try to formulate a sentence that describes the first step. "
+
+Use the examples as a guide and proceed step by step. Here is the most important information about the student's situation:
+{memory}
+Take this information into account when analyzing and formulating your answer. Formulate the tutor's final answer in simple and 
+language to be on the same level as the student. Avoid technical terms that have not yet been explained. 
 ANALYSIS:
-STUDENT:
-STRATEGY:
-TUTOR:
+STUDENT: 
+STRATEGY: 
+INPUT: "{response_student}"
+TUTOR: 
 """
 
-    base_prompt_summary = """Write down the most important information about the student and their tasks from this dialog. Concentrate on the essentials. If no relevant information is included, answer with [NO_INFORMATION]. When a task is mentioned, ALWAYS take the ENTIRE task word for word.
-Here are some examples:
-
-Example 1:
-DIALOGUE: Student: "Hey, can you help me?"
-Tutor: "Sure, can you explain in more detail what I can help you with?"
-Student: "I can't get any further with my biology homework on mitosis"
-A:- The student needs help with his biology homework
-- The topic of the homework is mitosis
-
-Example 2:
-DIALOGUE: Tutor: "What exactly is the topic?"
-Student: "We are supposed to solve quadratic equations, but I can't do it."
-Tutor: "All right. Do you have a specific task that you need to solve or would you just like to have the topic explained again?"
-Student: "No, I don't have a problem, I just want to understand it."
-A:- The student needs help with solving quadratic equations
-- The student does not have a specific task but wants to understand the topic better
-
-Example 3:
-DIALOGUE: Student: "Hey"
-Tutor: "Hello, how can I help you?"
-Student: "Who are you?"
-Tutor: "I'm a digital tutor. I'm here to help you with questions and problems around school. What can I do for you?"
-Student: "Nothing, just wanted to say hello"
-A: [NO_INFORMATION] 
-
-Use the examples as a guide and extract the most important information from this dialog excerpt:
-DIALOG: {dialog}
-A:"""
+    base_prompt_summary = """What follows is a dialog between a student and a tutor and a list of information that is known so far.
+Analyze the dialogue and then provide an updated list of information. This means: Proceed step by step and evaluate for each piece of 
+information whether it is still valid. If the information is still valid, then copy it word-for-word into the new list without changing it. 
+If the information is no longer valid, do NOT transfer it to the new list but leave it out. If new information emerges from the dialog 
+that is not yet included in the list, add it to the updated list. Only edit the most relevant information
+from the dialog and ONLY the information that concerns the student and their tasks. If specific tasks are discussed, 
+ALWAYS copy the task word for word and do not summarize it or leave anything out. Start each piece of information with "The student ...". Here are some examples:
+- The student needs help with his geography homework.
+- The student does not know the term "mitochondrion"
+- The student has to solve the following task: "Read the text T1. a) Work out the factors that led to the French Revolution. b) Describe the king's behavior"
+- The student has tried to put the equation into normal form. His answer is: "x^2+5x+3=0"
+- The student must solve the following task: "Calculate the first derivative of the following function:f(x)=e^x+2x"
+The dialog and the previous information follows. ALWAYS give your answer in GERMAN.
+DIALOGUE: {dialog}
+INFORMATION: {memory}
+UPDATED INFORMATION:"""
 
     
 
@@ -230,7 +177,7 @@ A:"""
     txt_input = gr.Textbox(label="New Message", lines=4)
     btn_submit = gr.Button("Submit")
     btn_download = gr.DownloadButton(label="Download Dialog", visible=False)
-    txt_memory = gr.Textbox(label="Memory", lines=10, interactive=False, value ="- The Student needs assistance by the tutor.")
+    txt_memory = gr.Textbox(label="Memory", lines=10, interactive=False, value ="-The Student needs assistance by the tutor")
     txt_response = gr.Textbox(label="Analysis Tutor", lines=10, interactive=False)