The educational benefits of games have been well documented over the past decade. While ample evidence shows that games, in general, have a great potential to support learning, the vast and rapid data generation from learners’ interactions with the game can be overwhelming for the educators and learners to manually process, thus possible new insights about the learners can remain unavailable. Learning analytics holds the potential to transform the game data into meaningful information that can be used by the teacher and learners to improve learning, modify strategies, provide formative feedback, or to redesign the curriculum around the game. This special issue intends to bring diverse perspectives and approaches for the topic of learning analytics for game-based learning and assessment to highlight the current state of the field.
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