This paper presents the preliminary results of a systematic mapping fulfilled to identify how Game Learning Analytics (GLA) is being applied in education digital games, verifying which are the most utilized analyses and how their results are visualized. From the 348 studies returned by the search engines, only 76 of them met the defined selection criteria. We concluded that descriptive analysis is the most utilized form of GLA, followed by correlation and clusterization. Besides, line charts, bar charts, and boxplots are the visualization types that are most present in the studies.

Computational Thinking (CT) is a way to structure thinking to solve problems, which develops cognitive skills. Educational Digital Games (EDG) are a potential tool to work with CT, stimulating the student's interest and learning. Still, to make these games playable by children with Intellectual disabilities (ID), it is necessary to have adaptations suitable to their educational needs. Therefore, this paper presents the development and evaluation of the EDG “Pensar e Vestir” (PeV). This game addresses a daily life activity, the process of choosing clothes and the act of wearing them, and aims to promote the development of CT in children both neurotypical and with ID. The development process was supported by ID, Education, and Specialized Education Treatment specialists based on accessibility guidelines. In the end, there were two evaluations, firstly with the specialists and then with Computation students, to validate the functional and technical requirements. Currently, the game is in evaluation by its target audience.

Computational Thinking (CT) refers to cognitive skills of logical reasoning, abstraction, and problem-solving that can be automated. Students with intellectual disabilities have cognitive deficits that can be improved by working the CT. To ensure that students develop this ability it is important to use appropriate and accessible tools for everyone and educational digital games are presented as a possibility to teach CT in a fun and engaging way. The present study aims to understand the relationship between the learning of children with intellectual disabilities and the existing guidelines for the development of accessible educational digital games, to promote CT for them. Also, a set of these guidelines is provided for designing educational digital games aimed at students with intellectual disabilities.