We have carried out a research study about how various educational centers use Smile and Learn. The analysis of the implementation of the platform was carried out in three state schools, in three different regions. The objective of this study is to analyze and describe usage time, number of activities undertaken by the users of the platform and progress data according to the results they obtained. Findings show that we can contemplate future research lines, especially when it comes to designing digital material and learning activities.
The evaluation of the use of the platform is very satisfactory. We have observed recurrent use, and adequate use of technology in core curricular areas. This study highlights teachers’ personal preferences in specific curricular areas and activities. STEM subjects (science, technology, engineering and mathematics) rank first in employing digital material as compared to subjects for whom we should choose to implement activities in class. Overall, the most frequent use of platform applications lies in those included in the Science and Logic Game Worlds. Activities that help develop cognitive or transversal skills also stand out. This may indicate teacher motivation in using material as such, and also their interest towards the usefulness and capacity of the content to incorporate this sort of activities throughout the school year.
However, we still need to keep carrying out more specific research related to usage data. For example, those activities to work on feelings and emotions are the least popular ones, despite the fact that emotional intelligence, as it has been observed in recent years, is essential to the adequate progress of learners.
This research study has been funded by industrial PhD scholarship programs of the Region of Madrid, as part of the IND2017/SOC-7874 project.
Lara Nieto-Márquez, N.; Baldominos, A.; Cardeña Martínez, A.; Pérez Nieto, M.Á. An Exploratory Analysis of the Implementation and Use of an Intelligent Platform for Learning in Primary Education. Appl. Sci. 2020, 10, 983.
https://doi.org/10.3390/app10030983
Natalia Lara
Research Department
