Use of Applications in Primary Education

Educational apps designed for children in primary and preschool education vary widely in content and design. A study analyzing 100 children's applications found that most focus on cognitive development (96%), followed by psychomotor development (70%) and, to a lesser extent, affective-emotional development (22%). However, the balance in fostering multiple intelligences, as proposed by Gardner, is limited: while logical-mathematical and spatial intelligences are frequently addressed, musical and intrapersonal intelligences are barely considered (Grané et al., 2016).

Furthermore, many apps are not well-adapted to children's developmental stages. For instance, 39% of apps do not allow activity repetition, despite repetition being crucial for learning. Additionally, visual design often lacks simplicity and includes unnecessary distractions (Gillate et al., 2017).

2. Benefits of Using Educational Applications (Valdiviezo Maldonado, 2019).

Apps can adapt to each student's pace, offering specific activities based on their skill level.

Interactive designs and gamified elements make learning more appealing and motivating.

Students can explore various topics through multimedia tools.

Early interaction with devices fosters essential digital competencies for the future.

3.Challenges and Drawbacks (Valdiviezo Maldonado, 2019)

• Uneven quality: Many apps marketed as "educational" fail to meet rigorous design or content standards, potentially leading to frustrating or ineffective experiences.
• Distractions: Features like advertisements, external links, or unnecessary texts interfere with student focus. Half of the analyzed apps contained such distractions.
• Lack of supervision: Some apps lack parental controls or features tailored to recommended age groups, making them unsuitable for certain children

4. Apps to Use in Class

• Kahoot
• DojoClass
• Duolingo
• Smiling Mind (This app is related with the self regulation and emotions)

Reference

• Grané, M., González, L., & Bosch, E. (2016). Interactive design analysis of the best educational apps for children aged zero to eight years. Revista Comunicar, 46(24), 83-92. https://doi.org/10.3916/C46-2016-08.
• Gillate, I., Vicent, N., Gómez-Redondo, C., & Marín-Cepeda, S. (2017). Educational and heritage apps: Analysis based on the OEPE method. Estudios pedagógicos (Valdivia), 43(4), 115-136. https://doi.org/10.4067/S0718-07052017000400006.
• Valdiviezo Maldonado, A. J. (2019). The use of mobile applications as a strategy for teaching and learning in text comprehension. ResearchGate. https://doi.org/10.1007/s10209-019-00682-x.