## 1 Introduction and Background
On the other hand, other motivation is to contrast whether there are differences in use among the schools of the different regions studied and at their different moments of implementation. This analysis pursues to answer the following research questions: Which 'worlds' (topic-related ambiances in the app) and 'activities' (main element of the platform) are the most used items by teachers? Are 'games' more used than 'quizzes' (two main types of activity) in the classroom? Is there any difference in use between 'courses' and 'pilots' (two manners of launching activities)? Is there a relation between the amount of material developed for each cycle and the usage of students in such cycle? Finally, has the implementation of digital material been adequate in the classroom? In this way, the study intends to analyze altogether which kind of activities can be more useful for teachers as all their subjects are incorporated in a single platform which offers digital materials in different formats. So far, there are studies evaluating materials in the classroom for specific areas or topics [12; 18; 19; 15]. With this educational platform, the possibility of using different types of materials that cover the entire primary school curriculum to test which ones are most useful is incorporated. In this sense, those most widely used activities can guide future design lines for these materials. Likewise, this allows to focus attention on which areas of knowledge rely more on technology, when there is homogeneity between the different locations and temporality of implementation. The remainder of this document is structured as follows: A contextualization of previous research in the area of digital materials usage at schools is located in Section 1. Section 2 offers the description of the platform and the digital material used in the study. Materials and methods are described in Section 3 and are immediately followed by the exposition of results in Section 4, where the two primary school educational cycles and special needs groups of children are analyzed in order to better answer the previous research questions. Statistical analyses are then discussed in Section 5 with limitations found during the analysis. Concluding remarks are provided in Section 6, along with potential future lines of work. Related Work  
The digital contents developed tend to afford higher interaction with the user as they are based on games or online activities that allow their constant repetition [20; 21]. Thus, activities can be repeated until the learning objectives are achieved [22]. On the other hand, the use of technological resources in classrooms also favors student engagement towards the tasks to be performed [16; 18; 23]. This combination supports an important factor in learning and motivation. This factor is important for the achievement of academic goals by promoting the predisposition to learning and studying [13; 24]. It also influences the performance of certain types of tasks, persistence and acquisition of knowledge that can be transferred to other activities [25]. Some studies suggest that using digital materials at class can help students in developing their motivation and attention while they connected with learning goals and achievements [16; 26; 27]. It can also help in building and practicing new knowledge, supporting cooperation in the classroom, further on developing more solid cognitive skills [2; 28; 29]. These contents help to enhance active learning by working with interactive practices [2; 30], along with additional features, such as customization possibilities, that adapt the platform's usability to the needs of the students [10; 30]. Digital materials aim to help learning self-regulation as well via delivering continuous feedback and offering the possibility of repeating activities as many times as required by the student to improve performance [21; 28].