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
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.