Interactive multimedia experiences (IME) can be a pedagogical resource that has a strong potential to enhance learning experiences in early childhood. Learning analytics (LA) has become an important tool that allows us to understand more clearly how these multimedia experiences can contribute to the learning processes of these students. This article proposes a work route that defines a set of activities and techniques, as well as a flow for their application, by taking into consideration the importance of including LA guidelines when designing IMEs for elementary education. The work route’s graphical representation is inspired by the foundations of the Essence standard’s graphical notation language. The guidelines are grouped into five categories, namely (i) a data analytics dashboard, (ii) student data, (iii) teacher data, (iv) learning activity data, and (v) student progress data. The guidelines were validated through two approaches. The first involved a case study, where the guidelines were applied to an IME called Coco Shapes, which was aimed at transition students at the Colegio La Fontaine in Cali (Colombia), and the second involved the judgments of experts who examined the usefulness and clarity of the guidelines. The results from these approaches allowed us to obtain precise and effective feedback regarding the hypothesis under study. Our findings provide promising evidence of the value of our guidelines, which were included in the design of an IME and contributed to the greater personalized monitoring available to teachers to evaluate student learning. © 2024 by the authors.