id
int64 1
490
| player_reason
stringclasses 106
values | recommendation_tag
stringclasses 7
values |
|---|---|---|
310 |
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
458 |
Sometimes I learned that struggling means I’m still improving.
|
Reframe Struggle and Capability
|
176 |
Using the hint button helped me finally understand it.
|
Encourage Help-Seeking
|
109 |
Tracking my score felt like managing money.
|
Make Math Relevant
|
224 |
Struggling at first didn’t mean I couldn’t learn it.
|
Reframe Struggle and Capability
|
438 |
Watching the example allowed me to get unstuck.
|
Encourage Help-Seeking
|
423 |
Watching the example allowed me to get unstuck.
|
Encourage Help-Seeking
|
92 |
I got stuck and started to doubt myself but kept going.
|
Acknowledge Emotions in Math Learning
|
333 |
In the game I started to feel nervous when the problems became harder.
|
Acknowledge Emotions in Math Learning
|
67 |
I had a rough day and it was hard to concentrate.
|
Acknowledge Real-World Context
|
437 |
A friend explained it and that made a big difference.
|
Encourage Help-Seeking
|
419 |
At one point I saw that failing allowed me to understand the pattern.
|
Affirm the Value of Mistakes
|
291 |
My home was noisy so In the game I couldn’t fully focus on the game.
|
Acknowledge Real-World Context
|
143 |
I figured out what to fix after making an error.
|
Affirm the Value of Mistakes
|
146 |
My mistake showed me a better way to solve the question.
|
Affirm the Value of Mistakes
|
467 |
Struggling at first didn’t mean Sometimes I couldn’t learn it.
|
Reframe Struggle and Capability
|
371 |
Tracking my score started to feel like managing money.
|
Make Math Relevant
|
122 |
Tracking my score felt like managing money.
|
Make Math Relevant
|
157 |
I saw that failing helped me understand the pattern.
|
Affirm the Value of Mistakes
|
81 |
I was frustrated after missing a few questions in a row.
|
Acknowledge Emotions in Math Learning
|
148 |
Getting it wrong helped me realize what I missed.
|
Affirm the Value of Mistakes
|
345 |
In the game I became anxious when In the game I saw the timer counting down.
|
Acknowledge Emotions in Math Learning
|
116 |
The questions felt like situations I might face outside school.
|
Make Math Relevant
|
333 |
In the game I started to feel nervous when the problems became harder.
|
Acknowledge Emotions in Math Learning
|
255 |
At one point I worked out the last part without any help and started to feel proud.
|
Elevate Student Agency
|
49 |
My home was noisy so I couldn’t fully focus on the game.
|
Acknowledge Real-World Context
|
348 |
Even though At one point I started to feel overwhelmed, At one point I kept trying.
|
Acknowledge Emotions in Math Learning
|
342 |
At one point I started to feel nervous when the problems became harder.
|
Acknowledge Emotions in Math Learning
|
375 |
The part about percentages reminded me of shopping for sales.
|
Make Math Relevant
|
462 |
Even though At one point I kept missing problems, At one point I didn’t quit.
|
Reframe Struggle and Capability
|
400 |
Getting it incorrect allowed me to realize what At one point I missed.
|
Affirm the Value of Mistakes
|
390 |
Messing up allowed me to focus more the next time.
|
Affirm the Value of Mistakes
|
280 |
Sometimes I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
419 |
At one point I saw that failing allowed me to understand the pattern.
|
Affirm the Value of Mistakes
|
135 |
Tracking my score felt like managing money.
|
Make Math Relevant
|
383 |
It started to feel like real life when At one point I had to use a budget in the game.
|
Make Math Relevant
|
22 |
Solving that puzzle using my own method gave me confidence.
|
Elevate Student Agency
|
157 |
I saw that failing helped me understand the pattern.
|
Affirm the Value of Mistakes
|
453 |
Watching the example allowed me to get unstuck.
|
Encourage Help-Seeking
|
16 |
I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
77 |
I started to feel nervous when the questions got harder.
|
Acknowledge Emotions in Math Learning
|
175 |
I saw that failing helped me understand the pattern.
|
Affirm the Value of Mistakes
|
424 |
Sometimes I asked for help and it made everything much easier.
|
Encourage Help-Seeking
|
317 |
Even though Sometimes I started to feel overwhelmed, Sometimes I kept trying.
|
Acknowledge Emotions in Math Learning
|
50 |
My home was noisy so I couldn’t fully focus on the game.
|
Acknowledge Real-World Context
|
111 |
The stats part reminded me of tracking points in sports.
|
Make Math Relevant
|
182 |
I asked for help and it made everything much easier.
|
Encourage Help-Seeking
|
102 |
I got stuck and started to doubt myself but kept going.
|
Acknowledge Emotions in Math Learning
|
275 |
At one point I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
396 |
Messing up allowed me to focus more the next time.
|
Affirm the Value of Mistakes
|
464 |
At one point I learned that struggling means I’m still improving.
|
Reframe Struggle and Capability
|
465 |
Struggling at first didn’t mean Sometimes I couldn’t learn it.
|
Reframe Struggle and Capability
|
117 |
The stats part reminded me of tracking points in sports.
|
Make Math Relevant
|
84 |
I started to feel nervous when the questions got harder.
|
Acknowledge Emotions in Math Learning
|
486 |
Sometimes I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
103 |
Even though I felt overwhelmed, I kept trying.
|
Acknowledge Emotions in Math Learning
|
379 |
The problems started to feel like situations At one point I might face outside school.
|
Make Math Relevant
|
476 |
Struggling at first didn’t mean At one point I couldn’t learn it.
|
Reframe Struggle and Capability
|
93 |
Even though I felt overwhelmed, I kept trying.
|
Acknowledge Emotions in Math Learning
|
440 |
A friend explained it and that made a big difference.
|
Encourage Help-Seeking
|
186 |
I asked for help and it made everything much easier.
|
Encourage Help-Seeking
|
283 |
My home was noisy so In the game I couldn’t fully focus on the game.
|
Acknowledge Real-World Context
|
485 |
That round was tough but Sometimes I pushed through.
|
Reframe Struggle and Capability
|
378 |
The stats part reminded me of tracking points in sports.
|
Make Math Relevant
|
186 |
I asked for help and it made everything much easier.
|
Encourage Help-Seeking
|
24 |
I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
100 |
I got anxious when I saw the timer counting down.
|
Acknowledge Emotions in Math Learning
|
486 |
Sometimes I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
371 |
Tracking my score started to feel like managing money.
|
Make Math Relevant
|
213 |
I learned that struggling means I’m still improving.
|
Reframe Struggle and Capability
|
232 |
I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
347 |
In the game I became stuck and started to doubt myself but kept going.
|
Acknowledge Emotions in Math Learning
|
427 |
In the game I asked for help and it made everything much easier.
|
Encourage Help-Seeking
|
345 |
In the game I became anxious when In the game I saw the timer counting down.
|
Acknowledge Emotions in Math Learning
|
48 |
I had a rough day and it was hard to concentrate.
|
Acknowledge Real-World Context
|
330 |
Sometimes I started to feel nervous when the problems became harder.
|
Acknowledge Emotions in Math Learning
|
476 |
Struggling at first didn’t mean At one point I couldn’t learn it.
|
Reframe Struggle and Capability
|
14 |
Choosing my own way to solve it helped me stay motivated.
|
Elevate Student Agency
|
352 |
The problems started to feel like situations Sometimes I might face outside school.
|
Make Math Relevant
|
340 |
At one point I became stuck and started to doubt myself but kept going.
|
Acknowledge Emotions in Math Learning
|
454 |
Watching the example allowed me to get unstuck.
|
Encourage Help-Seeking
|
156 |
Messing up helped me focus more the next time.
|
Affirm the Value of Mistakes
|
56 |
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
280 |
Sometimes I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
245 |
I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
132 |
The part about percentages reminded me of shopping for sales.
|
Make Math Relevant
|
87 |
I was frustrated after missing a few questions in a row.
|
Acknowledge Emotions in Math Learning
|
15 |
I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
51 |
I was tired after school and it made it hard to think clearly.
|
Acknowledge Real-World Context
|
187 |
A friend explained it and that made a big difference.
|
Encourage Help-Seeking
|
127 |
The stats part reminded me of tracking points in sports.
|
Make Math Relevant
|
23 |
Choosing my own way to solve it helped me stay motivated.
|
Elevate Student Agency
|
403 |
Sometimes I worked out what to fix after making an error.
|
Affirm the Value of Mistakes
|
165 |
Messing up helped me focus more the next time.
|
Affirm the Value of Mistakes
|
432 |
A friend explained it and that made a big difference.
|
Encourage Help-Seeking
|
338 |
Even though Sometimes I started to feel overwhelmed, Sometimes I kept trying.
|
Acknowledge Emotions in Math Learning
|
427 |
In the game I asked for help and it made everything much easier.
|
Encourage Help-Seeking
|
214 |
I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
361 |
The problems started to feel like situations At one point I might face outside school.
|
Make Math Relevant
|
249 |
In the game I worked out the last part without any help and started to feel proud.
|
Elevate Student Agency
|
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