Abstract
Immersive Virtual Reality (IVR) games are increasing in popularity in formal education and professional contexts. Enhancing the IVR game with learning analytics can add value to the learning gains. Gamified Learning Analytics (GLA), i.e., LA that are gaming elements “by design”, have been proposed with the ambition to play a dual role: (a) to provide insights that are educationally meaningful, and (b) to be intuitive and fit the playful nature of the IVR game. Yet, the effects of enhancing the IVR game with GLA on learners’ perceived learning value and perceived enjoyment, and how this integration affects learners’ intention to continue using the game, remain unknown. This research aims to fill this gap. The results from a case study with 29 pupils from maritime schools in two countries show that the intuitive design of GLA holds great potential to increase effectiveness of the IVR game for learning and learners’ interest to continue using it.