id int64 1 490 | player_reason stringclasses 106
values | recommendation_tag stringclasses 7
values |
|---|---|---|
421 | Using the hint button allowed me to finally understand it. | Encourage Help-Seeking |
226 | That round was tough but I pushed through. | Reframe Struggle and Capability |
296 | Sometimes I was tired after school and it made it hard to think clearly. | Acknowledge Real-World Context |
1 | Choosing my own way to solve it helped me stay motivated. | Elevate Student Agency |
360 | The problems started to feel like situations Sometimes I might face outside school. | Make Math Relevant |
158 | I figured out what to fix after making an error. | Affirm the Value of Mistakes |
457 | In the game I had a hard time but still made progress. | Reframe Struggle and Capability |
350 | Sometimes I became anxious when Sometimes I saw the timer counting down. | Acknowledge Emotions in Math Learning |
42 | Stress from earlier made the game feel even harder. | Acknowledge Real-World Context |
382 | The stats part reminded me of tracking points in sports. | Make Math Relevant |
377 | The part about percentages reminded me of shopping for sales. | Make Math Relevant |
161 | I figured out what to fix after making an error. | Affirm the Value of Mistakes |
470 | At one point I had a hard time but still made progress. | Reframe Struggle and Capability |
269 | In the game I trusted myself during the hardest round and it worked. | Elevate Student Agency |
233 | Even though I kept missing questions, I didn’t quit. | Reframe Struggle and Capability |
392 | Sometimes I saw that failing allowed me to understand the pattern. | Affirm the Value of Mistakes |
357 | It started to feel like real life when Sometimes I had to use a budget in the game. | Make Math Relevant |
245 | I had a hard time but still made progress. | Reframe Struggle and Capability |
490 | In the game I had a hard time but still made progress. | Reframe Struggle and Capability |
287 | Stress from earlier made the game feel even harder. | Acknowledge Real-World Context |
277 | At one point I trusted myself during the hardest round and it worked. | Elevate Student Agency |
202 | Reviewing the tutorial showed me what I was doing wrong. | Encourage Help-Seeking |
300 | My home was noisy so In the game I couldn’t fully focus on the game. | Acknowledge Real-World Context |
253 | Sometimes I worked out the last part without any help and started to feel proud. | Elevate Student Agency |
247 | Choosing my own way to solve it allowed me to stay motivated. | Elevate Student Agency |
461 | Struggling at first didn’t mean At one point I couldn’t learn it. | Reframe Struggle and Capability |
335 | In the game I became stuck and started to doubt myself but kept going. | Acknowledge Emotions in Math Learning |
389 | At one point I worked out what to fix after making an error. | Affirm the Value of Mistakes |
444 | Reviewing the tutorial showed me what At one point I was doing incorrect. | Encourage Help-Seeking |
216 | Struggling at first didn’t mean I couldn’t learn it. | Reframe Struggle and Capability |
74 | I was frustrated after missing a few questions in a row. | Acknowledge Emotions in Math Learning |
135 | Tracking my score felt like managing money. | Make Math Relevant |
163 | My mistake showed me a better way to solve the question. | Affirm the Value of Mistakes |
444 | Reviewing the tutorial showed me what At one point I was doing incorrect. | Encourage Help-Seeking |
472 | Even though At one point I kept missing problems, At one point I didn’t quit. | Reframe Struggle and Capability |
85 | I started to feel nervous when the questions got harder. | Acknowledge Emotions in Math Learning |
288 | In the game I was tired after school and it made it hard to think clearly. | Acknowledge Real-World Context |
102 | I got stuck and started to doubt myself but kept going. | Acknowledge Emotions in Math Learning |
227 | Even though I kept missing questions, I didn’t quit. | Reframe Struggle and Capability |
211 | I had a hard time but still made progress. | Reframe Struggle and Capability |
101 | I was frustrated after missing a few questions in a row. | Acknowledge Emotions in Math Learning |
29 | Solving that puzzle using my own method gave me confidence. | Elevate Student Agency |
137 | The stats part reminded me of tracking points in sports. | Make Math Relevant |
115 | The questions felt like situations I might face outside school. | Make Math Relevant |
169 | My mistake showed me a better way to solve the question. | Affirm the Value of Mistakes |
199 | Reviewing the tutorial showed me what I was doing wrong. | Encourage Help-Seeking |
71 | I started to feel nervous when the questions got harder. | Acknowledge Emotions in Math Learning |
453 | Watching the example allowed me to get unstuck. | Encourage Help-Seeking |
2 | Choosing my own way to solve it helped me stay motivated. | Elevate Student Agency |
321 | In the game I became stuck and started to doubt myself but kept going. | Acknowledge Emotions in Math Learning |
407 | My error showed me a better way to solve the question. | Affirm the Value of Mistakes |
426 | A friend explained it and that made a big difference. | Encourage Help-Seeking |
270 | Even though In the game I was behind, In the game I stayed calm and made good choices. | Elevate Student Agency |
280 | Sometimes I trusted myself during the hardest round and it worked. | Elevate Student Agency |
291 | My home was noisy so In the game I couldn’t fully focus on the game. | Acknowledge Real-World Context |
208 | Watching the example helped me get unstuck. | Encourage Help-Seeking |
261 | At one point I trusted myself during the hardest round and it worked. | Elevate Student Agency |
37 | I had a rough day and it was hard to concentrate. | Acknowledge Real-World Context |
145 | Messing up helped me focus more the next time. | Affirm the Value of Mistakes |
241 | I had a hard time but still made progress. | Reframe Struggle and Capability |
452 | A friend explained it and that made a big difference. | Encourage Help-Seeking |
100 | I got anxious when I saw the timer counting down. | Acknowledge Emotions in Math Learning |
45 | Stress from earlier made the game feel even harder. | Acknowledge Real-World Context |
300 | My home was noisy so In the game I couldn’t fully focus on the game. | Acknowledge Real-World Context |
100 | I got anxious when I saw the timer counting down. | Acknowledge Emotions in Math Learning |
393 | Getting it incorrect allowed me to realize what In the game I missed. | Affirm the Value of Mistakes |
451 | Reviewing the tutorial showed me what In the game I was doing incorrect. | Encourage Help-Seeking |
112 | It felt like real life when I had to use a budget in the game. | Make Math Relevant |
174 | I saw that failing helped me understand the pattern. | Affirm the Value of Mistakes |
165 | Messing up helped me focus more the next time. | Affirm the Value of Mistakes |
290 | Stress from earlier made the game feel even harder. | Acknowledge Real-World Context |
490 | In the game I had a hard time but still made progress. | Reframe Struggle and Capability |
139 | Tracking my score felt like managing money. | Make Math Relevant |
250 | In the game I trusted myself during the hardest round and it worked. | Elevate Student Agency |
322 | At one point I started to feel nervous when the problems became harder. | Acknowledge Emotions in Math Learning |
257 | Choosing my own way to solve it allowed me to stay motivated. | Elevate Student Agency |
206 | Reviewing the tutorial showed me what I was doing wrong. | Encourage Help-Seeking |
235 | Struggling at first didn’t mean I couldn’t learn it. | Reframe Struggle and Capability |
456 | Sometimes I had a hard time but still made progress. | Reframe Struggle and Capability |
306 | There were a lot of distractions around me while playing. | Acknowledge Real-World Context |
197 | Watching the example helped me get unstuck. | Encourage Help-Seeking |
467 | Struggling at first didn’t mean Sometimes I couldn’t learn it. | Reframe Struggle and Capability |
134 | The questions felt like situations I might face outside school. | Make Math Relevant |
43 | I was tired after school and it made it hard to think clearly. | Acknowledge Real-World Context |
79 | I got stuck and started to doubt myself but kept going. | Acknowledge Emotions in Math Learning |
271 | In the game I worked out the last part without any help and started to feel proud. | Elevate Student Agency |
310 | Stress from earlier made the game feel even harder. | Acknowledge Real-World Context |
332 | In the game I was frustrated after missing a few problems in a row. | Acknowledge Emotions in Math Learning |
58 | I was tired after school and it made it hard to think clearly. | Acknowledge Real-World Context |
14 | Choosing my own way to solve it helped me stay motivated. | Elevate Student Agency |
312 | In the game I had a rough day and it was hard to concentrate. | Acknowledge Real-World Context |
14 | Choosing my own way to solve it helped me stay motivated. | Elevate Student Agency |
181 | A friend explained it and that made a big difference. | Encourage Help-Seeking |
27 | I trusted myself during the hardest round and it worked. | Elevate Student Agency |
253 | Sometimes I worked out the last part without any help and started to feel proud. | Elevate Student Agency |
468 | That round was tough but In the game I pushed through. | Reframe Struggle and Capability |
373 | The part about percentages reminded me of shopping for sales. | Make Math Relevant |
122 | Tracking my score felt like managing money. | Make Math Relevant |
346 | At one point I was frustrated after missing a few problems in a row. | Acknowledge Emotions in Math Learning |
361 | The problems started to feel like situations At one point I might face outside school. | Make Math Relevant |
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