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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