We examined the influences of pre-solving pause time, algebraic knowledge, mathematics
self-efficacy, and mathematics anxiety on middle-schoolers' strategy efficiency in an algebra
learning game. We measured strategy efficiency using (a) the number of steps taken to
complete a problem,(b) the proportion of problems completed on the initial attempt, and (c)
the number of resets prior to completing the problems. Using the log data from the game, we
found that longer pre-solving pause time was associated with more efficient strategies, as …