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Leveraging movement data to support children's learning is appealing and technically challenging. However, there is limited knowledge about exploiting the complete design potential of bodily interplay in learning games. We conducted an in-the-wild study with 8 children, with special educational needs, playing a language based educational motion-based touchless game. We collected children's interaction data (correctness and reaction time), and data regarding the different design elements (game settings) implemented in 90 game sessions. Our analysis shows that number of items on-screen, selection gestures, and time to select items, impact the effectiveness (correctness) and efficiency (reaction time) of the children. We highlight the value of interaction analytics and quantify the relationship between different game design elements and children's efficiency and effectiveness. Our findings help shape the future of learning research by emphasising the substantial benefits of collecting movement data during children's interaction with learning games. CCS CONCEPTS • Human-centered computing → Gestural input; Empirical studies in HCI; Empirical studies in interaction design; Empirical studies in accessibility; • Applied computing → Interactive learning environments.

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