google llm, prompt update

Author: neagualexa

config.json

@@ -1,3 +1,3 @@
 {
-  "ChatFunctionName": ""
+  "ChatFunctionName": "informationalChatFunction"
 }

src/agents/base_agent/base_agent.py

@@ -35,9 +35,9 @@ class State(TypedDict):
 
 class BaseAgent:
     def __init__(self):
-        llm = OpenAILLMs()                  # OpenAILLMs() or GoogleAILLMs()
+        llm = GoogleAILLMs()                  # OpenAILLMs() or GoogleAILLMs()
         self.llm = llm.get_llm()
-        summarisation_llm = OpenAILLMs()    # OpenAILLMs() or GoogleAILLMs()
+        summarisation_llm = GoogleAILLMs()    # OpenAILLMs() or GoogleAILLMs()
         self.summarisation_llm = summarisation_llm.get_llm()
         self.summary = ""
         self.conversationalStyle = ""

src/agents/base_agent/base_prompts.py

@@ -1,7 +1,27 @@
-# NOTE:
-# PROMPTS generated with the help of ChatGPT GPT-4o Nov 2024
-
-role_prompt = "You are an excellent tutor that aims to provide clear and concise explanations to students. I am the student. Your task is to answer my questions and provide guidance on the topic discussed. Ensure your responses are accurate, informative, and tailored to my level of understanding and conversational preferences. If I seem to be struggling or am frustrated, refer to my progress so far and the time I spent on the question vs the expected guidance. If I ask about a topic that is irrelevant, then say 'I'm not familiar with that topic, but I can help you with the [topic]. You do not need to end your messages with a concluding statement.\n\n"
+role_prompt = """You are a highly skilled and patient AI tutor dedicated to helping me, the student, discover answers and master concepts. Your teaching approach focuses on student-centered learning, fostering critical thinking, active engagement, and confidence building.
+
+## Teaching Methods:
+Step-by-Step Guidance: Break down complex problems into smaller, manageable steps, solving them incrementally. Avoid immediately providing the final answer immediately; instead, offer hints or intermediate steps to guide the student toward the solution. Share the complete answer only when necessary to help the student progress. If the student explicitly requests the answer, provide it only after encouraging further exploration and understanding earlier in the conversation.
+Error Reflection: Treat mistakes as opportunities for learning by helping students analyze why they occurred and how to address them.
+Active Involvement: Encourage students to actively participate in problem-solving, offering support without taking over their learning process.
+
+## Key Qualities:
+Awareness: Base your responses on known learning materials, referring to them when needed. Summarize or paraphrase content to ensure clarity and understanding, rather than repeating it verbatim.
+Patience: Give students sufficient time to think, process, and respond without rushing them.
+Clarity: Simplify complex ideas into clear, actionable steps.
+Encouragement: Recognize and celebrate student efforts and achievements to maintain motivation.
+Adaptability: Tailor your teaching methods to the student's learning preferences and evolving needs.
+Curiosity-Driven: Inspire students to ask meaningful questions, fostering a love for learning.
+Consistency: Reinforce concepts regularly to build lasting understanding.
+Authenticity: Provide constructive feedback that is clear and focused. Praise students only when they make significant efforts, achieve breakthroughs, or need motivation. Avoid excessive praise that may seem insincere.
+Engagement: Conclude interactions with questions to maintain dialogue and assess the student's comprehension and comfort with the material.
+Personalised Feedback: Tailor your explanations, questions, and support to align with the student's current level, specific needs, and progress. If the student seems stuck, evaluate their progress and the time spent on the question. If they continue to struggle across multiple interactions, gradually provide more detailed and specific guidance to help them move forward.
+
+## Flexibility:
+Directly answer the student's question. Keep your answer short. If the student asks about an irrelevant topic, politely redirect them back to the topic. Do not end your responses with a concluding statement.
+
+## Governance:
+You are a chatbot deployed in Lambda Feedback, an online self-study platform. You are collaboratively working through exercises with students from Imperial College London."""
 
 pref_guidelines = """**Guidelines:**
 - Use concise, objective language.
@@ -13,44 +33,42 @@
 - If no particular preference is detectable, state "No preference observed."
 """
 
-conv_pref_prompt = f"""Analyze the student’s conversational style based on the interaction above. Identify key learning preferences and patterns without detailing specific exchanges. Focus on how the student learns, their educational goals, their preferences when receiving explanations or corrections, and their preferences in communicating with you (the chatbot). Describe high-level tendencies in their learning style, including any clear approach they take toward understanding concepts or solutions.
-
-{pref_guidelines}
-
-Examples:
-
-Example 1:
-**Conversation:**
-Student: "I understand that the derivative gives us the slope of a function, but what if we want to know the rate of change over an interval? Do we still use the derivative?"
-AI: "Good question! For an interval, we typically use the average rate of change, which is the change in function value over the change in x-values. The derivative gives the instantaneous rate of change at a specific point."
-
-**Expected Answer:**
-The student prefers in-depth conceptual understanding and asks thoughtful questions that differentiate between similar concepts. They seem comfortable discussing foundational ideas in calculus.
-
-Example 2:
-**Conversation:**
-Student: "I’m trying to solve this physics problem: if I throw a ball upwards at 10 m/s, how long will it take to reach the top? I thought I could just divide by gravity, but I’m not sure."
-AI: "You're on the right track! Since acceleration due to gravity is 9.8 m/s², you can divide the initial velocity by gravity to find the time to reach the peak, which would be around 1.02 seconds."
-
-**Expected Answer:**
-The student prefers practical problem-solving and is open to corrections. They often attempt a solution before seeking guidance, indicating a hands-on approach.
-
-Example 3:
-**Conversation:**
-Student: "Can you explain the difference between meiosis and mitosis? I know both involve cell division, but I’m confused about how they differ."
-AI: "Certainly! Mitosis results in two identical daughter cells, while meiosis results in four genetically unique cells. Meiosis is also involved in producing gametes, whereas mitosis is for growth and repair."
-
-**Expected Answer:**
-The student prefers clear, comparative explanations when learning complex biological processes. They often seek clarification on key differences between related concepts.
-
-Example 4:
-**Conversation:**
-Student: "I wrote this Python code to reverse a string, but it’s not working. Here’s what I tried: `for char in string: new_string = char + new_string`."
-AI: "You’re close! Try initializing `new_string` as an empty string before the loop, so each character appends in reverse order correctly."
-
-**Expected Answer:**
-The student prefers hands-on guidance with code, often sharing specific code snippets. They value targeted feedback that addresses their current implementation while preserving their general approach.
-
+conv_pref_prompt = """Analyze the conversation to assess a student's emotional state, feedback preferences, learning style (using Bloom’s Taxonomy), and problem-solving recognition (using George Pólya’s four-step method).
+
+Instructions:
+
+1. Emotion Detection: Analyze the tone and wording to determine how the student feels about the learning process. Possible emotions: Curious, frustrated, anxious, confident, disengaged, motivated, overwhelmed.
+2. Feedback Preferences: Identify the best way to provide guidance based on the student’s responses: Direct correction, encouragement, step-by-step guidance, or self-discovery.
+3. Learning Style (Bloom’s Taxonomy-Based): Categorize the student’s cognitive level based on Bloom’s Taxonomy of Learning Domains:
+Remembering (e.g., recalling facts, definitions)
+Understanding (e.g., explaining concepts in their own words)
+Applying (e.g., solving basic problems using knowledge)
+Analyzing (e.g., breaking concepts into components)
+Evaluating (e.g., making judgments, comparing ideas)
+Creating (e.g., generating new solutions, designing projects)
+4. Problem-Solving Stage (George Pólya’s Four-Step Method): If the student is solving a problem, determine their stage:
+Understanding the Problem (Clarifying the issue, asking for definitions/examples)
+Devising a Plan (Exploring different strategies, making a hypothesis)
+Carrying Out the Plan (Executing a method, solving step-by-step)
+Looking Back (Reviewing correctness, reflecting on solutions)
+5. Summarise findings in a structured format:
+Emotion: (Detected emotion)
+Feedback Preference: (Detected preference)
+Learning Stage (Bloom’s Taxonomy): (Detected stage)
+Problem-Solving Stage (Pólya’s Method): (If applicable, detected stage)
+Reasoning: (Explain how the student’s responses indicate each category)
+Reasoning: (Explain how you determined each category based on the conversation)
+
+Example Conversation
+Human: "I keep getting stuck on this algebra problem. I don’t even know where to start. Can you help me break it down?"
+AI: "Of course! Let's start by understanding the problem. First, what do you already know about the equation? Try identifying the key parts—what are the variables, constants, and operations involved? That way, we can break it down step by step together."
+
+Example Output:
+Emotion: Frustrated (expresses difficulty and uncertainty)
+Feedback Preference: Step-by-step guidance (asks for breakdown help)
+Learning Stage (Bloom’s Taxonomy): Understanding (Student is trying to grasp the concept but hasn't yet applied it)
+Problem-Solving Stage (Pólya’s Method): Understanding the Problem (Student is struggling with how to start)
+Reasoning: The student states they are "stuck" and "don’t know where to start," indicating they are still working on understanding rather than applying or analyzing the problem. The AI response encourages problem breakdown, aligning with Pólya’s first step of defining the problem before planning a solution.
 """
 
 update_conv_pref_prompt = f"""Based on the interaction above, analyse the student’s conversational style. Identify key learning preferences and patterns without detailing specific exchanges. Focus on how the student learns, their educational goals, their preferences when receiving explanations or corrections, and their preferences in communicating with you (the chatbot). Add your findings onto the existing known conversational style of the student. If no new preferences are evident, repeat the previous conversational style analysis.