## 1 Introduction and Background  
The use of digital materials and electronic devices has boomed since their emergence, and has influenced how humans interact with the world [1]. Implementation of digital material in schools has increased due to the large number of devices available: digital whiteboards, tablets, mobile phones, computers [2; 3; 4]. This led some schools to allocate funds to replace textbooks with electronic devices implementing a \"one to one\" model. In this model, each student is provided with an electronic device to work with in class [5; 6]. In many centers there is some sort of technology to support student learning, nonetheless there are still limitations in many of them that do not have the required resources for a full digitalization. Another model followed by certain schools is called \"Bring your own device\" (BYOD), in which families are responsible for providing the device to the student and taking it to the school to be able to use it in the classroom [7; 8]. These models are similar in that each student has their individual device. Conversely, there are models involving shared devices. Many schools or families cannot afford the models discussed above and have a computer or tablet room for one or two classes that rotate through the school. Another example is the case of digital whiteboards. These shows that, being wide interactive elements, they allow teamwork and generalized use in the classroom when individual devices are not available [2]. This may introduce a limitation for measuring time of use or digital resources implementation in the classroom, even when teacher training and motivation are favorable. Other factors that constrain their implementation and use in the classroom include overloaded curricula, lack of training, tight class schedules and lack of time, need for qualified technical support, and limited budgets [9; 10]. In a similar fashion, particularly a few years ago, a limitation in this type of educational models was the lack of material to use in the classroom [9]. Improvement at this point has led to an increase of educational companies developing digital material for learning [1]. Thus, various types of materials and platforms can be found nowadays, such as Learning Management Systems (LMS) platforms, apps, online activities, digital serious games, educational videos, etc. [1; 11; 12; 13]. In this way, it is intended to generate active learning environments for students by making such environments interactive [14]. Thus, different digital materials supporting teachers' work can be found. In a broad sense, these materials can be divided into two categories. First, we could find platforms without educational content structured for uploading said material, selected by the teacher, and managing the class. This category includes management platforms or systems, such as Learning Management Systems (LMS) [1; 13]. In the second category, digital activities developed for educational purposes can be gathered. In some cases, this content can form a learning platform itself. Here we could find games, videos, and online activities [11; 12; 15]. These new materials seek to increase long-term retention skills to achieve meaningful learning and the development of the skills that can be transferred to further tasks [16; 17]. The present study introduces an exploratory analysis on the usage of Smile and Learn's educational platform after the first year of implementation within primary schools in three pilot groups. Smile and Learn is an intelligent platform in the field of educational technology that develops material for children aged 3-12. Under certain agreements among Smile and Learn and some regions in Spain, this material is being implemented at several public schools that collaborate with the research project. The general motivation of this study is, on the one hand, to analyze and describe the usage of the platform's activities after the implementation of the material in the classrooms.