Rus Cano, AnaGarcía Tejedor, Álvaro JoséAlonso Fernández, CristinaFernández Manjón, Baltasar2020-01-162020-01-1620192169-3536http://hdl.handle.net/10641/1800Learning games are becoming popular among teachers as educational tools. However, despite all the game development quality processes (e.g., beta testing), there is no total assurance about the game design appropriateness to the students' cognitive skills until the games are used in the classroom. Furthermore, games designed speci cally for Intellectual Disabled (ID) users are even harder to evaluate because of the communication issues that this type of players have. ID users' feedback about their learning experience is complex to obtain and not always fully reliable. To address this problem, we use an evidence-based approach for evaluating the game design of Downtown, A Subway Adventure, a game created to improve independent living in users with ID. In this paper we exemplify the whole process of applying Game Analytics techniques to gather actual users' gameplay interaction data in real settings for evaluating the design. Following this process, researchers were able to validate different game aspects (e.g., mechanics) and could also identify game aws that may be dif cult to detect using formative evaluation or other observational-based methods. Results showed that the proposed evidence-based approach using Game Analytics information is an effective way to evaluate both the game design and the implementation, especially in situations where other types of evaluations that require users' involvement are limited.engAtribución-NoComercial-SinDerivadas 3.0 Españahttp://creativecommons.org/licenses/by-nc-nd/3.0/es/Evidence-based learningGame analyticsGame designGame evaluationIntellectual disabilityLearning gamesSerious gamesjournal articleopen access10.1109/ACCESS.2019.2938365