Apps are cultural tools which have experienced an exponential growth in the last few years. Many of these apps are so-called “educational”. However, and due precisely to their fast growth, the criteria with which this label is allocated are neither clearly defined nor structured. From our point of view, the key does not reside in the tool or the device used, but rather in its implementation within the context of educational action (Coll and Monereo, 2008; Collins and Halverson, 2008).

According to Hirsh-Pasek et al. (2015), every learning process must be based on four cornerstones: the learner’s activity, commitment, the meaning of the task and social interaction. That is, the learners must really have their mind set on the activity they are doing, they must always remain focused on the task and without distractions, they must use what they have learned in order to develop a new conceptual understanding and they must interact either in co-operation with each other or with other experts. The same as any other instrument which is used in order for learning to take place, apps can be designed in order to fulfil these principles or not, and using them is not enough for them to provide knowledge themselves (Davies and West, 2014; Starkey, 2012; Tondeur, Kershaw, Vanderlinde and van Braak, 2013). However, some of the characteristics inherent to mobile devices, such as their portability, ubiquity, multifunctionality and immediacy in access to information, can be considered as factors which can make learning easier if they are adequately managed (Acer-European Schoolnet’s Tablet Pilot, 2012; Navaridas, Santiago and Tourón, 2013). From the point of view of learning, these may entail an increase in motivation, encourage autonomy and self-learning, promote cooperative learning or reinforce what has been learnt. They could also be adapted to each learner, so that each student can show the whole community what they have elaborated and, above all, to exploit the use of games and simulations (Pozo and De Aldama, 2013). However, the fact that mobile devices or educational apps are used does not ensure that they really contribute to learning, or that it is of a better quality than when traditional means are used. As Hirsh-Pasek et al. (2015) point out, it is necessary to define what is considered as a good learning and the characteristics that apps should have in order for them to encourage that kind of learning.

For those reasons, our two main research questions have been the following:

1. What are the most significant characteristics of an exemplary educational experience in primary education mediated by apps?
2. Based on the knowledge suggested by Learning Science, how can we optimize the educational impact of an experience mediated by apps?

In order to answer those questions, we have analysed a reference educational project carried out in the last year of nursery education (five-year-old children) at a school in the Autonomous Region of Madrid (Spain), in which most of the activities have been implemented through the use of apps. 

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