## 5 Discussion  
From the analysis of the three pilot groups, in relation to the factor 'time of usage' the most used worlds extracted were Science and Logic, being this higher usage independent from the moment of implementation. Some teacher may prefer traditional methods for these subjects, if we consider the differences among pilot groups of different regions. This high use of Science and Logic worlds coincides with the results obtained in a different analysis for mobile applications [3], which highlighted the use of scientific activities. Apart from this study, there are no studies of platforms that contain all kinds of curricular activities for the different elementary subjects in the literature. There are, however, studies of specific areas in which science projects [15; 18; 26; 43; 44] and logic [10; 12; 19; 45] stand out. These studies coincide with the worlds and types of activities most used in the analyzed platform, in which all the subjects could be worked. Following these worlds, also for the variable 'time of usage' come the worlds of Arts, Multiplayer, and Spatial for the schools composing each pilot group. This points out the interest in these areas and activities supplementing school curricula, working cognitive skills necessary for the development and learning process of the students. The high usage of cross-curricular activities can also indicate that teachers are aware of their usefulness and have found ways to implement it in their classes properly. Opposite to this, the world of Emotions is the least used, however being of much import how emotional management and development of affective skills are addressed in the educational environment. As for the Literacy world, usage time was expected to show higher rates than obtained, for they are longer activities, very much parallel to those in the worlds of Science and Logic. Projects for language learning through digital resources [46] and literacy [12; 30; 38] are also notable in the literature reviewed. A possible explanation for this event could be the reluctance to use digital materials for encouraging reading. However, there are in the literature cases of success in digital materials implementation compared to more traditional methods for this area of learning [30]. The differences observed among the groups, Special Needs, 1 st Cycle and 2 nd Cycle groups, correspond to a greater dedication in 1 st Cycle at Science, Logic and Literacy worlds. This is favored by the variety of material within the platform focusing these ages if compared to the other groups. Regarding the factor 'number of activities', usage of Science, Logic, Arts and Spatial activities predominates. However, it is worth mentioning that, although the number of activities in the world Multiplayer is small, it implies a great dedication in time per activity. As in the previous case, the world with the least use of activities in general is Emotions. This fact could be explained by this world showing a smaller number of activities as opposed to the material developed for other worlds. On the other hand, the differences observed among 1 st Cycle or 2 nd Cycle groups show great variability in all the worlds. This will depend on the pilot group analyzed, and the activities performed in each world. As a general feature, a higher use in 1 st Cycle was found compared with the rest of groups, excepting activities in the Multiplayer world for Pilot Group 1, which underlines the use of such activities by 2 nd Cycle students. According to [PERSON] [31], this kind of activities (games genre puzzle and quizzes) may help students to enhance their operating skills performance, decision making, problem solving, technical skills and planification, among others. A more specific analysis in schools would be necessary to isolate the variables that may be influencing the diversity of use of the activities, as well as the teachers' approach towards these activities in the classroom. The third factor analyzed was the'score' per type of activity.