A framework for applying learning analytics in serious games for people with intellectual disabilities Andy Nguyen, Lesley A. Gardner and Don Sheridan Andy Nguyen is a PhD candidate at the University of Auckland, New Zealand. His research interests include learning design, learning analytics and adaptive learning. Dr Lesley Gardner is an Associate Professor in Information Systems, Department of Information Systems and Operations Management, Faculty of Business and Economics, University of Auckland. Her research interests cover areas relating to the social, technical and governance applications of ICT. Dr Don Sheridan is an Associate Professor in Information Systems, Department of Information Systems and Operations Management, Faculty of Business and Economics, University of Auckland. In 1980, his doctoral research in Educational Psychology at the University of Alberta centred on the effects of feedback on test achievement via computer-assisted instruction. In the years following, he has collaborated with many colleagues and students in the exploration of issues involving technologies, learning and teaching. Address for correspondence: Andy Nguyen, ISOM Department, University of Auckland, 12 Grafton Rd., Auckland, 1010, New Zealand. Email: a.nguyen@auckland.ac.nz Abstract This paper proposes a systematic framework to integrate learning analytics into serious games for people with intellectual disabilities. Serious games for an inclusive learning environment need to be prudently designed with adaptive and measurable competencies to meet the needs of the target users. The recent emergence of learning analytics provides a capability to capture important data in real time from within the highly interactive nature of serious games to better understand and enhance the learning process. Although previous research has addressed different applications of learning analytics in serious games, few studies have investigated the needs of individuals with disabilities. This paper proposes a framework for serious games analytics specialised for people with intellectual disabilities (SGAPID) for the purpose of supporting the integration of learning analytics within serious games to create an inclusive learning environment. We provide a framework based on previous studies in both learning analytics, serious games and educational technologies for people with intellectual disabilities. The framework consists of three central components, namely learner profiling, learning adaptation and learning evaluation. It provides needed guidance for educational application developers and reflects the contemporary trends in educational technologies. The SGAPID framework will also be valuable for the design, implementation, evaluation and adaptation of serious games for inclusive learning and teaching at the group or individual level. Introduction The game industry is growing rapidly and estimated to be $18.4 billion in the USA alone (Statista, 2017). Several studies have recognised and realised the educational potential of digital games (Cheng, Lin, She, & Kuo, 2017; Roozeboom, Visschedijk, & Oprins, 2017). As a result, educational technologists and researchers have designed and developed serious games, a new genre of digital games for educational purposes. Serious games can be defined as games for pur- poses other than mere entertainment; to teach a specific set of skills and knowledge. While V C 2018 British Educational Research Association British Journal of Educational Technology Vol 49 No 4 2018 673–689 doi:10.1111/bjet.12625