What is already known about the topic

• ICTs and the emergence of the Internet have brought about unprecedented changes, particularly in the field of education and training. More and more applications are being downloaded to study, review, train and entertain at the same time. Thus, it is important to know the knowledge of university students, as well as their use of them.

What this paper adds

• To understand the use of educational applications by students, as well as new methodologies of mobile learning thanks to the emergence of ICT.

Implications of this research and/ or practice

• To strengthen students' media competences and skills in order to achieve a critical and responsible society in the use of ICT and in turn, in the use of downloaded applications.

The App generation: beyond technology

According to the ONTSI "National Observatory of Technology and Information Society" digitalization affects all aspects of our lives. It has been implemented in our homes, classrooms, and society in general. Undeniably, screens have taken over our daily work and are the current media ecosystem (Canavilha, 2011); in this sense, we have become multitasking individuals, who are able to review different screens while performing other activities. At the same time, the number of hours we dedicate to different mobile devices increases considerably on Saturdays and Sundays. On weekdays, we spend about 3 hours using digital technologies. In this context, it is appropriate to establish a measurable and rational way of how to use technology, so it is beneficial for us. Educational intervention is suggested, social and technological changes call for new ways of teaching and learning that suit the current situation (García-García & Rey-Barbáchano, 2012), as these teachers; app developers (INTEF, 2017), for example, point out, facilitating programming with different languages ​​and allowing collaborative work.

New tools and apps available require new methodologies and intervening roles in the educational field. With all this, it seeks to meet the needs of the "Generation App". (Gardner & Davis, 2014) speak about a generation of young people whose intimacy, creativity, or even their identity has interfered with the devices they use. It is a group of people who were born surrounded by technology. They use technology daily, and sometimes they can become addicted to it. Despite the negative and harmful aspects, the positives of technology can be the fact that apps, the Internet and the digital interconnection allow people to work effectively, i.e., focusing more on the know-how, how to design and apply, rather than doing merely repetitive and memorial tasks (Ramírez-Mera & Barragán-López, 2018).

Emerging needs

The digital context requires a scope of new skills and competencies that can supply the needs that consistently and continuously emerge. In this sense, the Intef in the Common Framework of Digital Teaching Competence (2017) (INTEF, 2017) defines digital competencies as a set of skills that need to be developed in the 21st century. In the case of teachers, the framework points out the necessity to improve their educational practice" (INTEF, 2017, p. 3). In a general social context, citizens must be able to read audiovisual content they receive and decode it correctly. Especially when we have applications that can be installed into almost all electronic devices that allow us to know our body temperature, blood type, translate into different languages ​​or allow us to explore almost all the countries. In this context, the most reasoned alternative to develop is the "critical competence" (Caldeiro-Pedreira & Aguaded-Gómez, 2015), that is, the ability to reflect critically and autonomously on the massive amount of information that we are exposed to. A capacity that needs to be developed for the infotoxication environment (Aguaded, 2014) seems to take over the everyday social reality.

In 2018 the School Council understood the importance of such a need, and in 2018 the Permanent Commission issued Opinion 11/2018 of the Ministry of Education, Culture, and Sport (MECD, 2018). The document specifies different competence levels and the need for teacher training. Teacher training should be aimed at new emerging competencies as well as literacy that enables us to reach the minimum level of digital competence required for coexistence in the digital society.

DigiComp Report is another document that implies the emerging needs. The report is divided into five areas, including a part on 21 digital competencies that all citizens must develop. These are essential skills for the personal and professional development of natives (Fernández-García et al., 2016). Regardless of their knowledge, the use of technology, and numerous apps, citizens must reach a basic level of digital competence that allows them not only to be able to use the tools they have but also to know about the potential and danger.

In this sense, the capacities, first and foremost, must be inclusive and bridge the gap instead of widening it. Then, they must be based on respecting human rights and the dignity of men. All this helps to generate new questions about the meaning of literacy in the present day and age (, 2017). Digital Literacy is a "continuous renewal of abilities to learn and communicate" (Carolina-Martí, D´Agostino, Veiga-de-Cabo, & Sanz-Valero, 2008), defines digital literacy not only as the knowledge that helps us understand how technology is used but also as a practice that enables us to produce contents and optimize the potentialities of different applications. A need that becomes real in different contexts such as the one referred to in the development of digital competition within the framework of DigComp (Vuorikari, Punie, Carretero-Gomez, & Van-Den-Brande, 2016) or Heritage-themed Apps (Ibañez-Etxeberría, Kortabitarte, Castro, & Gillate, 2019).

Reformulating education. Is it possible to use Apps in the classroom?

In this context, it is indisputable that there is a need to redesign education and transform pedagogy, so that these new methodologies are applied, especially within the pedagogical faculties. Currently, "Education experiences an era of redefinition and reconversion characterized by high technological development and profound social changes" (Sánchez-López, Pérez-Rodríguez, & Fandos-Igado, 2019, p. 223). The changes imply that new approaches can satisfy educational needs and apply an innovative and current format. It is essential to redesign public policies in order to satisfy the digital society (Bizelli, 2017), a demand that is justified at a time when citizens download applications to handle different life situations. Although reality confirms urgent needs for training, curriculums continue to be anchored in the heavy use of traditional methodologies through which they intend to reach crucial pedagogical objectives inappropriately and improperly. They are not taking into account the reality and the needs society has to face. Furthermore, it has been committed to the integration and construction of collective learning that requires «a curriculum and rigorous planning» for more than five years (García-García & Rey-Barbáchano, 2012, p. 32). The transformation must occur horizontally for students in their learning and teachers in their teaching methods.

Many applications are used in Spain, ranging from translators to applications that perform calculations or facilitate communication. Besides, there are other app categories related to gaming, education, traveling, photography, video, or music. In general, the indicators show that the use of mobile applications is carried out for increasingly prolonged periods and is not exclusively limited to the young population, even though it is the young generation responsible for spreading their use.

It is convenient to carry out a brief analysis of websites where it is possible to find educational resources and applications that could be implemented and used in the education of the young generation. There are several projects in Spain, such as for example the Guappis Project that seeks a way to integrate mobile phones as a teaching-learning tool or Edutabletas, a project that aims to give new impetus to mobile learning (Noguera-Fructuoso, 2015).

In the field of higher education, collaborative methodologies are being implemented in Web 2.0: an implementation that students value positively (Rodrigo-Cano, Gómez, & García-Moro, 2019).

Socio-demographic profile

In order to analyze the results of this comparative study between the two countries, it is vital to describe the significant differences between the socio-demographic profiles of the respondents.

Regarding age, it should be noted that the vast majority of respondents range between ages 18 and 24, respectively (81 Spain-115 R. Czech), and the rest of the respondents are students between 25 and 30 years of age (26 Spain- 10 R. Czech) Figure 1.

As far as gender concerned, the female gender (114) prevails over the male (32) in Spain. The Czech Republic is similar, with women (85) outnumbering men (44). Only a total of 3 people have opted for the option “other.”

Regarding the academic degrees, most of the respondents are enrolled in an undergraduate program (88 Spain- 93 R. Czech), followed by a Master`s degree (58 Spain- 36 R. Czech). Only three people (all from the Czech Republic) state that they are pursuing a Ph.D. Likewise, respondents in both countries are studying education (Figure 2).

The data indicates that the average respondent in both Spain and the Czech Republic is a woman between the ages of 18 and 24, enrolled in a graduate program in an academic area of ​​education.

New technologies and the use of ICT

Technological advances have caused changes in multiple fields, both professionally and socially. Thus, this study aims to address a series of issues related to the use of ICT by university students. The type of technological device students use most frequently differ in both countries: The Smartphone and tablet are more prevalent in Spain (smartphone 134 Spain-122 R. Czech) (tablet 26 Spain- 24 R. Czech) (Figure 3). Students also point out that they use these devices 3 hours a day in both cases (59 Spain- 48 R. Czech), followed by more than 4 hours a day (52 Spain- 43 R. Czech).

Furthermore, the software the respondents use most frequently is Android (106 Spain- 81 R. Czech) versus iOS (40 Spain- 51 R. Czech). Also, considering where the students use these devices, home is the most chosen option (141 Spain- 116 R. Czech). However, there is a significant difference between the second most opted answer: students in Spain use phones on the street (44), and Czech students favor a university (95).

Finally, concerning the activities performed with these devices, it can be noted that in Spain, students use mobile devices for maintaining social relations (105), followed by entertainment (96) and information searches (87). On the other hand, students in the Czech Republic use mobile devices for information searches (106), followed by maintaining social relationships (105) and courses/training and education/school (65) (Figure 4).

To sum up the profile of the typical respondent: he/she can be characterized as an individual who uses his/her Smartphone for 3 hours a day on average the software platform, they use Android. He/She mainly connects to his/her devices from home for purposes of entertainment, and he/she uses the device mainly for maintaining social relationships in the Spanish case and for searching information in the Czech case.

Knowledge and approach to educational applications

Every day many different applications are downloaded by students to start a self-learning or review the acquired knowledge. Therefore, it is necessary to inquire into the students' knowledge and personal approach to the use of educational applications. To do so, a series of unknowns are addressed, which will help to establish the basis of the study objectives. A high number of students claim to know what it is (144 Spain-118 R. Czech). Furthermore, they indicate that they have downloaded an educational app before (95 Spain-105 R. Czech), some respondents even say they have downloaded 2 to 3 apps (54 Spain- 50 R. Czech). However, the responses show discrepancies between the two countries. While in Spain, the 27 respondents have not downloaded any educational apps, and 28 respondents have downloaded only one educational app, 25 respondents in the Czech Republic claim to have downloaded one educational app, and 20 said to have not downloaded a single educational app. To this, we must add that while the Spanish students say they do not use these applications frequently (52), followed by the answer “once a week” (39) and “2 to 3 times a week” (38), the Czechs claim to use the apps “once per week” (62), followed by “2 to 3 times per week” (30) and “never” (28). In this section, we can see the difference between the two countries, demonstrating that Czech students make greater use of educational technologies (Figure 5).

As far as the student app training is concerned, the respondents confirm being self-taught (81 Spain- 89 R. Czech), followed by obtaining relevant training at their university (50 Spain- 25 R. Czech). Also, they frequently claim to have used the educational apps in their field (69 Spain-114 R. Czech), compared to as a study complement (68 Spain- 13 R. Czech).

To conclude and continue adding features to the student's profile, it can be said that the typical respondent is a student who knows and understands what an educational app is and who downloads about 2 and 3 apps into their mobile device. In the Spanish case, the student uses educational apps frequently, while in the Czech case, the student uses educational apps once a week. They are self-taught and use these applications in a particular field.

An explanatory and descriptive study

In this part of the study, the authors of the research questioned whether the digital competences of the respondents are adequate or not. In this way, a large part of the respondents of both countries stated that they have the right digital skills (90 Spain- 84 Czech Republic). However, a considerable number of respondents doubt their skills (39 Spain- 36 R. Czech).

The following results can be demonstrated: first, focusing on digital training skills, it can be emphasized that the average of the Spanish level is close to 3. However, the standard deviation shows decreasing values, confirming significant statistical differences in this case. Those items that have achieved the highest score are 19.1 (3.75) -for professionals- and 19.2 (3.61) — for students. While those lower values are related to items 19.3 (3.21) — for families — and 19.4 (3.23) — for the general public. In the Czech case, it is necessary to point out that the average is close to 2, affecting the decrease in the questionnaire score. However, the standard deviation has values close to one, so there are no significant statistical differences. Those items that have had the greatest impact have been 19.1 (3.05) — for professionals — and 19.2 (2.86) — for students. While those lower values are related to items 19.4 (2.44) — for the general public — and 19.3 (2.26) — for families. In both cases, respondents point out the importance of acquiring the right digital competence for their studies and their working life. Likewise, for the Spanish respondents, this is more important than for Czech respondents (Table 2).

Secondly, considering what content is essential for the promotion of digital literacy, it can be confirmed that in the Spanish case, the average is close to 3. However, once again, the standard deviation shows remote values, affecting statistical differences significant. The best-rated items are item 20.6 (3.67) — Security in the dissemination of content — and 20.5 (3.62) — Security when producing content. On the other hand, the worst score corresponds to items 20.3 (3.23) — Knowledge of the language for content analysis and production — and 20.4 (3.32) — Information distribution. On the other hand, in the Czech case, the average rounded up is close, while there are no statistical differences concerning the standard deviation. The questions with the best results were items 20.4 (2.91) - Distribution of information — and 20.3 (2.82) — Knowledge of language for content analysis and production -. The least valued issues are related to items 20.2 (2.42) — Ethical and deontological values ​​— and 20.6 (2.63) — Security in the dissemination of content.

Analyzing the data, dissimilarity in the two countries can be observed: while Spanish respondents tend to give importance to security when creating and diffusing content, Czech respondents prioritize information distribution and linguistic competence (Table 3). The security of content production and diffusion are the least important aspect for the Czech respondents.

Thirdly, the authors of the research questioned what the respondents use the educational apps for. In Spain, the average shows values ​​close to 2. However, the standard deviation does not show any significant differences with values ​​close to 1. The most ascending items are 21.2 (3.23) — Learn new things — and 21.4 (2.42) — In my personal life -. The descending items are 21.3 (2.08) — To maintain social relationships — and 21.1. (2.34) — To entertain myself -. In the Czech Republic, the average is also immediate at two and the standard deviation at 1, reaffirming that there are no significant statistical differences. The items with the best score are 21.2 (2.85) — To learn new things — and 21.1. (2.34) — To entertain myself -. The items with the lowest score are 21.3 (2.17) — To maintain social relationships — and 21.4 (2.22) — In my personal life -.

In short, it can be concluded that both countries agree to use the apps to learn and not as a tool for maintaining social relationships (Table 4).

Further, analyzing the reasons why these apps are used, it can be noted that in the Spanish case, the average is close to 3 and the standard deviation to 1, showing that there are no significant statistical differences. Those best-rated items are related to 22.1 (3.09) — They help me to complement my studies — and 22.3 (3.08) — They are useful as a learning tool -. On the other hand, the lowest scores are 22.5 (2.01) — I feel connected with other people — and 22.2. (2,23) — They help me feel more secure -. In the Czech case, the average is close to 2, causing a decrease in the questionnaire score. However, the standard deviation is correct, demonstrating that there are no significant statistical differences. The items with the greatest impact are 22.3 (2.73) — They are useful as a learning tool — and 22.1 (2.64) — They help me to complement my studies -. The items with the least effect are 22.5 (1.88) — I feel connected with other people — and 22.2 (2.19) — They help me feel more secure -. In summary, students of both nationalities score the same results, reaffirming the importance of educational apps for complementing their studies (Table 5).

The average for the most downloaded apps in Spain has values close to 2 generating a decrease in the questionnaire score. However, the standard deviation does not show significant statistical differences. The apps that have obtained the best response are those related to items 20.4 (3.20) — Kahoot —, 20.5 (2.78) — Google Classroom - and 20.1 (2.40) — Duolingo -. However, the apps that have achieved lower values ​​are items 20.9 (1.80) — PlanSnap —, 20.11 (1.87) — iPasen — and 20. 3 (1.89) — Photomath -. These results clarify that Spanish students prefer applications related to languages, subject reinforcement, and blended learning (Table 6).

The average for the most downloaded apps in the Czech Republic is close to 2, and the standard deviation is high, confirming that there are no significant statistical differences. Therefore, taking into consideration the best-rated items, you can delimit 24.1 (2.69) — Duolingo —, 24.9 (2.63) — Kahoot — and 24.10 (2.56) — Quizlet -. On the other hand, those items with the lowest valuation are 24.12 (1.84) — Mořské panny —, 24.6 (1.87) — PlantNet — and 24.5 (1.89) — Minecraft Education edition–. Similarly, to the Spanish students. Czech students prefer language-related apps, subject reinforcement, as well as learning-based apps (Table 7).