Simulators have become central in professional training, in this case maritime education, where they support the development and assessment of skills and competencies required of competent seafarers. This study aims to inform the design of a learning analytics dashboard utilizing multimodal learning analytics to deliver automated, adaptive feedback to maritime students. Feedback is critical in simulator-based training, yet the characteristics of meaningful automated feedback in professional training remain underexplored. Drawing on a participatory design workshop with maritime students, the study examines tensions arising from the conceptualization of automated feedback. Using cultural historical activity theory, we frame tensions as opportunities for innovation, highlighting the dynamic interplay between students, instructors, and technology. In doing so, we offer insights into designing meaningful automated feedback for simulation training, and the need to balance students' dual roles as learners and future professionals, reconciling collaborative learning with personalized feedback, and prioritizing educational goals over technological innovation.