Metacognition is a construct that is noteworthy for its relationship with the prediction and enhancement of student performance. It is of interest in education, as well as in the field of cognitive psychology, because it contributes to competencies, such as learning to learn and the understanding of information. This study conducted research at a state school in the Community of Madrid (Spain) with a sample of 130 students in Grade 3 of their primary education (8 years old). The research involved the use of a digital teaching platform called Smile and Learn, as the feedback included in the digital activities may have an effect on students’ metacognition. We analyzed the implementation of the intelligent platform at school and the activities most commonly engaged in. The Junior Metacognitive Awareness Inventory (Jr. MAI) was the measuring instrument chosen for the external evaluation of metacognition. The study’s results show a higher use of logic and spatial activities. A relationship is observed between the use of digital exercises that have specific feedback and work on logic and visuospatial skills with metacognitive knowledge. We discuss our findings surrounding educational implications, metacognition assessment, and recommendations for improvements of the digital materials.

Diversas investigaciones destacan la importancia de la motiva-ción en el rendimiento cognitivo y también la importancia de la motivación en la metacognición. El objetivo de esta investigación es indagar en las va-riables motivacionales que influyen en el rendimiento de tareas cognitivas y en la metacognición. La investigación se ha realizado en un colegio público de la Comunidad de Madrid. La muestra de este estudio corresponde a 354 alumnos de educación primaria, entre los 8 y 11 años de edad. Los instru-mentos de medida seleccionados son: el cuestionario de Motivación hacia el Aprendizaje (MAPE-I), para las variables motivacionales; el Junior Meta-cognitive Awareness Inventory (Jr. MAI), para las variables metacognitivas y la batería de pruebas de Evaluación Neuropsicológica de las Funciones Ejecutivas en Niños (ENFEN), para la evaluación del rendimiento cogniti-vo. Los resultados obtenidos muestran efecto de la motivación de orienta-ción al aprendizaje en relación con el rendimiento cognitivo en las pruebas que implican inhibición, flexibilidad y memoria operativa. También se ob-serva efecto significativo entre la disposición al esfuerzo y la regulación del conocimiento. Igualmente, se analizan las relaciones entre las variables por curso para determinar el efecto de la edad. Se valoran las implicaciones educativas de los resultados. Sundry studies have emphasised the importance of motivation in cognitive performance, as well as its link to metacognitive development. The objective here is to explore the motivation variables that influence the performance of cognitive tasks, along with their effect on metacognition. The study sample consists of 354 primary school pupils aged 8-11 at a state school in the Community of Madrid (Spain). The following measuring in-struments have been used for studying the variables: Motivación para el Aprendizaje y la Ejecución (MAPE-I) [Motivation for Learning and Execu-tion], a questionnaire on motivation variables; the Junior Metacognitive Awareness Inventory (Jr. MAI), for metacognitive variables, and the bat-tery of tests in the Evaluación Neuropsicológica de las Funciones Ejecutivas en Ni-ños (ENFEN) [Neuropsychological Assessment of Executive Functions in Children], for assessing cognitive performance. The results reveal a signifi-cant effect between the motivation for focusing on learning and cognitive performance in the tasks that involve inhibition, flexibility, and working memory. We also find a significant effect between increased effort and knowledge regulation. Furthermore, we analyse the relations between the variables by school year to determine the age effect. We evaluate the re-sults’ academic implications.

The education sector has been confronted with different challenges due to the situation caused by the pandemic, when families were asked to be confined at home as well as return when schools were opened. This lockdown situation presented both a challenge for the EdTech sector and for teachers and families. Consequently, this study analyzes the importance of online methodologies, usage of an educational resource example, and the impact of the lockdown. Thus, these objectives are assessed from different perspectives such as users’ consumption, technical challenges of cloud architecture and experience from teachers who have used the platform during the lockdown. In this way, to understand the challenges of Cloud architecture, the structure of the Pre-COVID-19 platform and the changes implemented to adapt to the new needs are described. An increase in schools’ subscriptions was observed when home lockdown was decreed, the differences in usage with the return to the classroom are also discussed. The research methodology entailed an assessment instrument developed for teachers. Teachers highlight the contents of Smile and Learn platform and their motivational characteristics for the students’ learning. The assessment points out the limitations that many teachers face while using these resources.

Smile and Learn is an intelligent platform with more than 4500 educational activities for children aged 3–12. The digital material developed covers all courses of primary education and most of the subjects with the different topic-related worlds with activities in the field of logics and mathematics, science, linguistics and tales, visual-spatial and cognitive skills, emotional intelligence, arts, and multiplayer games. This kind of material supports active learning and new pedagogical models for teachers to use in their lessons. The purpose of this paper is to explore the usage of the platform in three pilot groups schools from different regions of Spain, outlining future directions in the design of such digital materials. Usage is assessed via descriptive analysis and variance analysis, with data collected from users interacting with the intelligent platform. The results show a high use of STEM (Science, Technology, Engineering and Maths) activities among all the activities that could be chosen. Cross-curricular activities are also used. Continuation in the development of such materials is concluded necessary, focusing integration of different fields, accentuating games over quizzes, and the value of teacher training for improving their use in schools.