## 2 Analytics in Interactive Multimedia Experiences
### Learning Analytics Guidelines
\begin{table}
\begin{tabular}{c c} \hline \hline
**ID** & **Description** \\ \hline LAT2 & The pedagogical methodologies known to the teacher must be considered in the conception of an IME. Thus, a multimedia experience can encourage students’ active construction of knowledge by allowing them to explore, discover, and solve problems [29]. \\ \hline LAT3 & The teacher should use the data recorded from the student’s interactions with the multimedia experience to offer personalized interventions or additional resources to students who may need additional support. \\ \hline
**Guidelines related to learning activities** \\ \hline LAA1 & Learning activities should log key data reflecting student performance, including (i) activity status (e.g., paused, canceled, or finished); (ii) error count, aiding teachers in diagnosing issues (e.g., lack of knowledge, inattention, or question complexity), (iii) correct answer count; (iv) obtained grade or score; (v) completion time, indicating concentration and interest; and (vi) difficulty level. These data inform and enhance teaching strategies. \\ \hline LAA2 & Based on student grades or scores, successes, and failures, we propose a scoring system (e.g., points, stars, badges, or other gamification methods) to boost motivation and engagement [30]. Aligning scores with institutional performance levels (e.g., very high to low) enables teachers to assess student distribution across IME-defined levels. \\ \hline LAA3 & The most frequently viewed topics, modules, sections, or activities should be recorded, as well as the time spent on a topic/module. Knowledge of the options or sections that students explore through the IME allows the teacher to identify possible topics that interest the students or that are complex, which can be leveraged as part of their teaching strategy. \\ \hline LAA4 & We suggest recording the number of steps or stages of a completed activity so that the teacher can later identify specific points at which problems arise and adjust the teaching strategy accordingly. \\ \hline LAA5 & Data from student interactions with multimedia content, like videos, animations, simulations, and interactive images, should be captured. Metrics include video watch time, interaction frequency with elements, or reviewed content sections. These data allow teachers to monitor digital tools and content usage within the IME and assess their impact on comprehension and retention. \\ \hline LAA6 & We suggest allowing users to record feedback, comments, and evaluations of the learning activities. This information can enable the teacher to make changes to the teaching strategy and consider updating the design of the IME. This guideline is suggested to be applied to students trained to provide useful information. \\ \hline LAA7 & We suggest recording messages or chats between students during collaborative activities. Based on these data, the teacher can observe the frequency and duration of participation in collaborative activities and identify the exchange of ideas. \\ \hline LAA8 & LA should be used to provide relevant feedback and personalized recommendations to users. The collected data can be used to identify strengths, find opportunities for improvement, and adapt the learning experience to the individual needs of each user. In addition, feedback should be given to explain to students why their answer was wrong, and clues, as to how to carry out an activity, should be provided. \\ \hline LAA9 & Obtain data such as (i) the time spent viewing different visual elements and (ii) the frequency and duration of viewing specific elements. The learning activities of an IME should include a variety of digital content (text, audio, images, 2D and 3D animations, and virtual objects, among others) to address different learning styles [31] and motor, visual, cognitive disabilities, etc. and allow students to access information in multiple ways. Digital content must be aligned with the learning objectives, and topics should be relevant and appropriate to the level of the students. \\ \hline LAA10 & Obtain student preferences and identify accessibility needs, as well as cultural traits. The digital content of learning activities should be suited to student preferences. It should be inclusive and accessible [32] to everyone, considering different skill levels, aspects of gender, poverty, forced migration, functional differences, possible limitations, and cultural diversity [33]. \\ \hline LAA11 & The learning activities of an IME should actively engage students and should encourage interaction with the content. They may include educational games, interactive questions, simulations, or problem-solving activities. \\ \hline LAA12 & Obtain data such as (i) the time spent listening to different audio or sound effects and (ii) the frequency of volume adjustment or changes to songs/sounds. Learning activities should integrate sound effects and music that complement and reinforce the presented concepts to stimulate positive emotions and maintain student interest. \\ \hline \hline \end{tabular}
\end{table}