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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