id
int64 1
490
| player_reason
stringclasses 106
values | recommendation_tag
stringclasses 7
values |
|---|---|---|
421 |
Using the hint button allowed me to finally understand it.
|
Encourage Help-Seeking
|
226 |
That round was tough but I pushed through.
|
Reframe Struggle and Capability
|
296 |
Sometimes I was tired after school and it made it hard to think clearly.
|
Acknowledge Real-World Context
|
1 |
Choosing my own way to solve it helped me stay motivated.
|
Elevate Student Agency
|
360 |
The problems started to feel like situations Sometimes I might face outside school.
|
Make Math Relevant
|
158 |
I figured out what to fix after making an error.
|
Affirm the Value of Mistakes
|
457 |
In the game I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
350 |
Sometimes I became anxious when Sometimes I saw the timer counting down.
|
Acknowledge Emotions in Math Learning
|
42 |
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
382 |
The stats part reminded me of tracking points in sports.
|
Make Math Relevant
|
377 |
The part about percentages reminded me of shopping for sales.
|
Make Math Relevant
|
161 |
I figured out what to fix after making an error.
|
Affirm the Value of Mistakes
|
470 |
At one point I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
269 |
In the game I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
233 |
Even though I kept missing questions, I didn’t quit.
|
Reframe Struggle and Capability
|
392 |
Sometimes I saw that failing allowed me to understand the pattern.
|
Affirm the Value of Mistakes
|
357 |
It started to feel like real life when Sometimes I had to use a budget in the game.
|
Make Math Relevant
|
245 |
I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
490 |
In the game I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
287 |
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
277 |
At one point I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
202 |
Reviewing the tutorial showed me what I was doing wrong.
|
Encourage Help-Seeking
|
300 |
My home was noisy so In the game I couldn’t fully focus on the game.
|
Acknowledge Real-World Context
|
253 |
Sometimes I worked out the last part without any help and started to feel proud.
|
Elevate Student Agency
|
247 |
Choosing my own way to solve it allowed me to stay motivated.
|
Elevate Student Agency
|
461 |
Struggling at first didn’t mean At one point I couldn’t learn it.
|
Reframe Struggle and Capability
|
335 |
In the game I became stuck and started to doubt myself but kept going.
|
Acknowledge Emotions in Math Learning
|
389 |
At one point I worked out what to fix after making an error.
|
Affirm the Value of Mistakes
|
444 |
Reviewing the tutorial showed me what At one point I was doing incorrect.
|
Encourage Help-Seeking
|
216 |
Struggling at first didn’t mean I couldn’t learn it.
|
Reframe Struggle and Capability
|
74 |
I was frustrated after missing a few questions in a row.
|
Acknowledge Emotions in Math Learning
|
135 |
Tracking my score felt like managing money.
|
Make Math Relevant
|
163 |
My mistake showed me a better way to solve the question.
|
Affirm the Value of Mistakes
|
444 |
Reviewing the tutorial showed me what At one point I was doing incorrect.
|
Encourage Help-Seeking
|
472 |
Even though At one point I kept missing problems, At one point I didn’t quit.
|
Reframe Struggle and Capability
|
85 |
I started to feel nervous when the questions got harder.
|
Acknowledge Emotions in Math Learning
|
288 |
In the game I was tired after school and it made it hard to think clearly.
|
Acknowledge Real-World Context
|
102 |
I got stuck and started to doubt myself but kept going.
|
Acknowledge Emotions in Math Learning
|
227 |
Even though I kept missing questions, I didn’t quit.
|
Reframe Struggle and Capability
|
211 |
I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
101 |
I was frustrated after missing a few questions in a row.
|
Acknowledge Emotions in Math Learning
|
29 |
Solving that puzzle using my own method gave me confidence.
|
Elevate Student Agency
|
137 |
The stats part reminded me of tracking points in sports.
|
Make Math Relevant
|
115 |
The questions felt like situations I might face outside school.
|
Make Math Relevant
|
169 |
My mistake showed me a better way to solve the question.
|
Affirm the Value of Mistakes
|
199 |
Reviewing the tutorial showed me what I was doing wrong.
|
Encourage Help-Seeking
|
71 |
I started to feel nervous when the questions got harder.
|
Acknowledge Emotions in Math Learning
|
453 |
Watching the example allowed me to get unstuck.
|
Encourage Help-Seeking
|
2 |
Choosing my own way to solve it helped me stay motivated.
|
Elevate Student Agency
|
321 |
In the game I became stuck and started to doubt myself but kept going.
|
Acknowledge Emotions in Math Learning
|
407 |
My error showed me a better way to solve the question.
|
Affirm the Value of Mistakes
|
426 |
A friend explained it and that made a big difference.
|
Encourage Help-Seeking
|
270 |
Even though In the game I was behind, In the game I stayed calm and made good choices.
|
Elevate Student Agency
|
280 |
Sometimes I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
291 |
My home was noisy so In the game I couldn’t fully focus on the game.
|
Acknowledge Real-World Context
|
208 |
Watching the example helped me get unstuck.
|
Encourage Help-Seeking
|
261 |
At one point I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
37 |
I had a rough day and it was hard to concentrate.
|
Acknowledge Real-World Context
|
145 |
Messing up helped me focus more the next time.
|
Affirm the Value of Mistakes
|
241 |
I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
452 |
A friend explained it and that made a big difference.
|
Encourage Help-Seeking
|
100 |
I got anxious when I saw the timer counting down.
|
Acknowledge Emotions in Math Learning
|
45 |
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
300 |
My home was noisy so In the game I couldn’t fully focus on the game.
|
Acknowledge Real-World Context
|
100 |
I got anxious when I saw the timer counting down.
|
Acknowledge Emotions in Math Learning
|
393 |
Getting it incorrect allowed me to realize what In the game I missed.
|
Affirm the Value of Mistakes
|
451 |
Reviewing the tutorial showed me what In the game I was doing incorrect.
|
Encourage Help-Seeking
|
112 |
It felt like real life when I had to use a budget in the game.
|
Make Math Relevant
|
174 |
I saw that failing helped me understand the pattern.
|
Affirm the Value of Mistakes
|
165 |
Messing up helped me focus more the next time.
|
Affirm the Value of Mistakes
|
290 |
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
490 |
In the game I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
139 |
Tracking my score felt like managing money.
|
Make Math Relevant
|
250 |
In the game I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
322 |
At one point I started to feel nervous when the problems became harder.
|
Acknowledge Emotions in Math Learning
|
257 |
Choosing my own way to solve it allowed me to stay motivated.
|
Elevate Student Agency
|
206 |
Reviewing the tutorial showed me what I was doing wrong.
|
Encourage Help-Seeking
|
235 |
Struggling at first didn’t mean I couldn’t learn it.
|
Reframe Struggle and Capability
|
456 |
Sometimes I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
306 |
There were a lot of distractions around me while playing.
|
Acknowledge Real-World Context
|
197 |
Watching the example helped me get unstuck.
|
Encourage Help-Seeking
|
467 |
Struggling at first didn’t mean Sometimes I couldn’t learn it.
|
Reframe Struggle and Capability
|
134 |
The questions felt like situations I might face outside school.
|
Make Math Relevant
|
43 |
I was tired after school and it made it hard to think clearly.
|
Acknowledge Real-World Context
|
79 |
I got stuck and started to doubt myself but kept going.
|
Acknowledge Emotions in Math Learning
|
271 |
In the game I worked out the last part without any help and started to feel proud.
|
Elevate Student Agency
|
310 |
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
332 |
In the game I was frustrated after missing a few problems in a row.
|
Acknowledge Emotions in Math Learning
|
58 |
I was tired after school and it made it hard to think clearly.
|
Acknowledge Real-World Context
|
14 |
Choosing my own way to solve it helped me stay motivated.
|
Elevate Student Agency
|
312 |
In the game I had a rough day and it was hard to concentrate.
|
Acknowledge Real-World Context
|
14 |
Choosing my own way to solve it helped me stay motivated.
|
Elevate Student Agency
|
181 |
A friend explained it and that made a big difference.
|
Encourage Help-Seeking
|
27 |
I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
253 |
Sometimes I worked out the last part without any help and started to feel proud.
|
Elevate Student Agency
|
468 |
That round was tough but In the game I pushed through.
|
Reframe Struggle and Capability
|
373 |
The part about percentages reminded me of shopping for sales.
|
Make Math Relevant
|
122 |
Tracking my score felt like managing money.
|
Make Math Relevant
|
346 |
At one point I was frustrated after missing a few problems in a row.
|
Acknowledge Emotions in Math Learning
|
361 |
The problems started to feel like situations At one point I might face outside school.
|
Make Math Relevant
|
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