Problem statement: The educational field and life in general has become increasingly dependent on internet, web apps and mobile phones. Over the last five decades, information technologies have evolved at a steady pace and, in order to stay up with the information society, it is necessary to raise the overall effectiveness of training, starting with primary schools. Nowadays, schools with still crowded classes are preserved in Moldova, with pupils having to continue their studies at home because the time spent in schools is too short in relation to the overloaded program. Taking into account the current situation in the country, traditional schooling often does not provide the time, space or resources needed for decent training. Often it is still reduced to “frontal lessons” that are generally tedious and boring, which end up trivially with compelling demands such as “Memorize the X stamp from Y poem”. Not to mention the fact that teachers often treat their students differently, not in the good sense of this word. In any class, there are three categories of students: those with low level of success, medium level and high level. Low-level students are often devoid of proper attention, being considered “lazy” people who “do not want to learn” and the exposure orientation being often above the average level of perception of subjects. A solution for removing the gaps in the traditional training system would be the differentiation (in the good sense of this word) by individualization and motivation of learning under the conditions of differentiated directed training in the classroom and in compensatory programs. It is well known that any normally born pupil has all the psychic abilities required for learning, but not all students apply their capabilities in the same way. In other words, not every student has the same experiences, abilities, qualities, attitudes, skills. Each student is a personality that must be treated appropriately because “anyone can learn anything at any age, provided that content is presented in an accessible form” (J. Bruner). In this context, another aspect of the problem is not the students’ unwillingness to learn, but the lack of information presentation in a way more accessible to their abilities. The object of research and development: The development of mobile technologies give us the opportunity to analyze and understand user’s behaviour. This is important, because without user behavior analysis we cannot make a good educational application orientated on individual user. In addition, using Intelligent Interface approach offers the possibility of anticipating user’s preferences, adapting, customizing and guiding. These features of smart interfaces can increase the effectiveness of the teaching process in educational systems, thus contributing to progressive learning. The results: We analyzed different aspects of interfaces in general that are used in educations, such as affective interface, adaptive and personalized interfaces, we made few experiments to identify user’s preferences in evaluating educational software. In addition, we developed few versions of GeoME application and research user’s behaviour by integrating with Google Analytics Tools.