id
int64 1
490
| player_reason
stringclasses 106
values | recommendation_tag
stringclasses 7
values |
|---|---|---|
428 |
At one point I asked for help and it made everything much easier.
|
Encourage Help-Seeking
|
87 |
I was frustrated after missing a few questions in a row.
|
Acknowledge Emotions in Math Learning
|
443 |
In the game I asked for help and it made everything much easier.
|
Encourage Help-Seeking
|
443 |
In the game I asked for help and it made everything much easier.
|
Encourage Help-Seeking
|
65 |
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
335 |
In the game I became stuck and started to doubt myself but kept going.
|
Acknowledge Emotions in Math Learning
|
436 |
In the game I asked for help and it made everything much easier.
|
Encourage Help-Seeking
|
240 |
That round was tough but I pushed through.
|
Reframe Struggle and Capability
|
311 |
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
61 |
There were a lot of distractions around me while playing.
|
Acknowledge Real-World Context
|
229 |
I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
12 |
Choosing my own way to solve it helped me stay motivated.
|
Elevate Student Agency
|
257 |
Choosing my own way to solve it allowed me to stay motivated.
|
Elevate Student Agency
|
42 |
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
199 |
Reviewing the tutorial showed me what I was doing wrong.
|
Encourage Help-Seeking
|
62 |
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
339 |
Even though Sometimes I started to feel overwhelmed, Sometimes I kept trying.
|
Acknowledge Emotions in Math Learning
|
222 |
Struggling at first didn’t mean I couldn’t learn it.
|
Reframe Struggle and Capability
|
26 |
I figured out the last part without any help and felt proud.
|
Elevate Student Agency
|
60 |
There were a lot of distractions around me while playing.
|
Acknowledge Real-World Context
|
444 |
Reviewing the tutorial showed me what At one point I was doing incorrect.
|
Encourage Help-Seeking
|
448 |
Watching the example allowed me to get unstuck.
|
Encourage Help-Seeking
|
96 |
I got stuck and started to doubt myself but kept going.
|
Acknowledge Emotions in Math Learning
|
464 |
At one point I learned that struggling means I’m still improving.
|
Reframe Struggle and Capability
|
454 |
Watching the example allowed me to get unstuck.
|
Encourage Help-Seeking
|
104 |
I got stuck and started to doubt myself but kept going.
|
Acknowledge Emotions in Math Learning
|
185 |
Watching the example helped me get unstuck.
|
Encourage Help-Seeking
|
268 |
Choosing my own way to solve it allowed me to stay motivated.
|
Elevate Student Agency
|
4 |
I figured out the last part without any help and felt proud.
|
Elevate Student Agency
|
245 |
I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
222 |
Struggling at first didn’t mean I couldn’t learn it.
|
Reframe Struggle and Capability
|
49 |
My home was noisy so I couldn’t fully focus on the game.
|
Acknowledge Real-World Context
|
262 |
Even though In the game I was behind, In the game I stayed calm and made good choices.
|
Elevate Student Agency
|
472 |
Even though At one point I kept missing problems, At one point I didn’t quit.
|
Reframe Struggle and Capability
|
489 |
That round was tough but Sometimes I pushed through.
|
Reframe Struggle and Capability
|
298 |
At one point I had a rough day and it was hard to concentrate.
|
Acknowledge Real-World Context
|
342 |
At one point I started to feel nervous when the problems became harder.
|
Acknowledge Emotions in Math Learning
|
308 |
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
184 |
I asked for help and it made everything much easier.
|
Encourage Help-Seeking
|
448 |
Watching the example allowed me to get unstuck.
|
Encourage Help-Seeking
|
225 |
I had a hard time but still made progress.
|
Reframe Struggle and Capability
|
145 |
Messing up helped me focus more the next time.
|
Affirm the Value of Mistakes
|
454 |
Watching the example allowed me to get unstuck.
|
Encourage Help-Seeking
|
285 |
My home was noisy so Sometimes I couldn’t fully focus on the game.
|
Acknowledge Real-World Context
|
41 |
I was tired after school and it made it hard to think clearly.
|
Acknowledge Real-World Context
|
164 |
I figured out what to fix after making an error.
|
Affirm the Value of Mistakes
|
439 |
Reviewing the tutorial showed me what Sometimes I was doing incorrect.
|
Encourage Help-Seeking
|
366 |
Tracking my score started to feel like managing money.
|
Make Math Relevant
|
479 |
That round was tough but Sometimes I pushed through.
|
Reframe Struggle and Capability
|
311 |
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
469 |
Struggling at first didn’t mean Sometimes I couldn’t learn it.
|
Reframe Struggle and Capability
|
290 |
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
80 |
I started to feel nervous when the questions got harder.
|
Acknowledge Emotions in Math Learning
|
124 |
The questions felt like situations I might face outside school.
|
Make Math Relevant
|
154 |
I saw that failing helped me understand the pattern.
|
Affirm the Value of Mistakes
|
451 |
Reviewing the tutorial showed me what In the game I was doing incorrect.
|
Encourage Help-Seeking
|
451 |
Reviewing the tutorial showed me what In the game I was doing incorrect.
|
Encourage Help-Seeking
|
380 |
Tracking my score started to feel like managing money.
|
Make Math Relevant
|
64 |
There were a lot of distractions around me while playing.
|
Acknowledge Real-World Context
|
172 |
Getting it wrong helped me realize what I missed.
|
Affirm the Value of Mistakes
|
69 |
My home was noisy so I couldn’t fully focus on the game.
|
Acknowledge Real-World Context
|
409 |
In the game I worked out what to fix after making an error.
|
Affirm the Value of Mistakes
|
32 |
I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
248 |
Even though Sometimes I was behind, Sometimes I stayed calm and made good choices.
|
Elevate Student Agency
|
143 |
I figured out what to fix after making an error.
|
Affirm the Value of Mistakes
|
187 |
A friend explained it and that made a big difference.
|
Encourage Help-Seeking
|
341 |
In the game I became stuck and started to doubt myself but kept going.
|
Acknowledge Emotions in Math Learning
|
305 |
There were a lot of distractions around me while playing.
|
Acknowledge Real-World Context
|
482 |
Struggling at first didn’t mean In the game I couldn’t learn it.
|
Reframe Struggle and Capability
|
348 |
Even though At one point I started to feel overwhelmed, At one point I kept trying.
|
Acknowledge Emotions in Math Learning
|
334 |
Sometimes I started to feel nervous when the problems became harder.
|
Acknowledge Emotions in Math Learning
|
389 |
At one point I worked out what to fix after making an error.
|
Affirm the Value of Mistakes
|
260 |
At one point I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
62 |
Stress from earlier made the game feel even harder.
|
Acknowledge Real-World Context
|
129 |
Tracking my score felt like managing money.
|
Make Math Relevant
|
106 |
The part about percentages reminded me of shopping for sales.
|
Make Math Relevant
|
350 |
Sometimes I became anxious when Sometimes 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
|
191 |
I asked for help and it made everything much easier.
|
Encourage Help-Seeking
|
117 |
The stats part reminded me of tracking points in sports.
|
Make Math Relevant
|
325 |
In the game I started to feel nervous when the problems became harder.
|
Acknowledge Emotions in Math Learning
|
6 |
I figured out the last part without any help and felt proud.
|
Elevate Student Agency
|
41 |
I was tired after school and it made it hard to think clearly.
|
Acknowledge Real-World Context
|
171 |
I figured out what to fix after making an error.
|
Affirm the Value of Mistakes
|
235 |
Struggling at first didn’t mean I couldn’t learn it.
|
Reframe Struggle and Capability
|
220 |
Struggling at first didn’t mean I couldn’t learn it.
|
Reframe Struggle and Capability
|
29 |
Solving that puzzle using my own method gave me confidence.
|
Elevate Student Agency
|
286 |
Sometimes I was tired after school and it made it hard to think clearly.
|
Acknowledge Real-World Context
|
464 |
At one point I learned that struggling means I’m still improving.
|
Reframe Struggle and Capability
|
402 |
Sometimes I saw that failing allowed me to understand the pattern.
|
Affirm the Value of Mistakes
|
258 |
Sometimes I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
270 |
Even though In the game I was behind, In the game I stayed calm and made good choices.
|
Elevate Student Agency
|
336 |
In the game I became stuck and started to doubt myself but kept going.
|
Acknowledge Emotions in Math Learning
|
358 |
The part about percentages reminded me of shopping for sales.
|
Make Math Relevant
|
344 |
Sometimes I became stuck and started to doubt myself but kept going.
|
Acknowledge Emotions in Math Learning
|
32 |
I trusted myself during the hardest round and it worked.
|
Elevate Student Agency
|
391 |
My error showed me a better way to solve the question.
|
Affirm the Value of Mistakes
|
167 |
My mistake showed me a better way to solve the question.
|
Affirm the Value of Mistakes
|
107 |
The questions felt like situations I might face outside school.
|
Make Math Relevant
|
283 |
My home was noisy so In the game I couldn’t fully focus on the game.
|
Acknowledge Real-World Context
|
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