## 4 Discussion and Conclusions  
Currently, access to mobile devices is very widespread, and the platforms Google Play and Appstore offer easy access to this type of content compared to traditional ways of acquiring information, which favors the lifelong learning process [17]. The use of new technologies, especially by children, as well as their interaction with technology for artistic creation, is evident. Undoubtedly, education must consider the use of apps as an educational resource, although it is paradoxical that applications that often function as entertainment can be highly educational and formative. Another conclusion drawn is that the market for this type of drawing and paintings applications is mostly children or families. A total of 7 out of 10 children under 12 years use some mobile form of devices, 10% of children under one year, 39% of children under 4, and 50% of children up to 8 years [23]. This explains the continuous development of the current market, which offers a wide selection of drawing and painting apps for children. The aim of this research was to evaluate the possibilities for artistic creation of 32 drawing and painting Apps for users between 6 to 12 years, focusing on the artistic and technical dimensions. This study serves to offer a general framework through a content analysis of the potential of mobile applications for artistic creation. The results indicate that these apps are a potential resource for artistic experimentation and research, which leads us to consider that some of these applications are optimal for their use because they meet the criteria and quality standards that have been defined. Considering the tools and adapted activities that some of these apps offer [24], users can develop self-expression, learning, participation, and develop creativity in using tools [25] Conversely, however, many apps were found to present limitations and problems for artistic expression. The analysis of the artistic dimension of apps highlights the lack of tools available for tracing graphics, brushstrokes, coloring, and erasing. For example, it was found that most apps have a coloring tool, but a smaller number of apps allow the customization the color with different profiles with a variety of shapes and styles of brushes and pencils. The purpose of the research is to contribute to the study of mobile applications to establish lines of action that show the technical and creation potentialities, as well as some problems. We also encountered certain limitations and problems regarding interface, usability, and adaptability. Applications, for the most part, do not have a balanced and optimal visual design for interaction and communication with users. One of the central problems of the interfaces of these apps is related to decontextualization and the lack of attention to the diversity and heterogeneity of the users. The interfaces do not consider the evolutionary development of users of this age or the different cultures and social realities, which can hurt the perception of technology and its use. Knowledge of the language and the need to know how to read and interpret written messages to access information and instructions are cultural barriers for some applications. There are also other inclusion problems, such as not considering users who follow atypical development paths and/or users with special educational needs [26]. The design of the apps analyzed presents limitations due to the lack of artistic tools; the excessive number of active elements and advertisement interference [27]; the small size of icons and buttons; the lack of visual, sound, or verbal feedback; the difficulty to quickly access the main screen; and, among others, the impossibility of not being able to rotate the screen. Therefore, there is huge opportunity for improvement to enhance artistic expression and learning in these group of apps.