Can apps support creativity in middle childhood?

This experimental study investigated whether and how creative apps may support creativity in middle childhood (n = 94 children, 8–10 years old). Guided by the moderate discrepancy hypothesis, flow theory, and the differential susceptibility to media effects model, developmentally-appropriate creative apps were predicted to increase engagement and subsequent creativity to a greater extent than developmentally-inappropriate creative apps. Furthermore, gender and fantastical thinking were predicted to moderate effects. Results provided partial support for study hypotheses. Children were more engaged when playing developmentally-appropriate apps, however, this engagement did not translate into creativity gains. Given that the data failed to support study hypotheses, post hoc analyses were conducted to explore the findings in greater detail. These additional analyses indicated that developmentally-appropriate apps not only lead to greater engagement, but were subsequently more appealing as well. These post hoc findings are discussed within the context of the study design, particularly noting that greater duration of play may be necessary to move the needle on creative skills. Empirical and practical implications are discussed. •Experiment merging several theories to assess app effects in middle childhood.•Developmentally-appropriate (DA) creative apps did not influence creativity.•DA-apps are more engaging and appealing.•Engagement mediates the relationship between DA-apps and appeal.•Results suggest value in considering children’s development during app creation.