Touchscreen apps for child creativity: : An evaluation of creativity apps designed for young children
References
[1]
aline franzke, B. shakti, Z. Anja, Internet Research: Ethical Guidelines 3.0, Charles and the Association of Internet Researchers, 2020, https://aoir.org/reports/ethics3.pdf.
[2]
V. Alfonso-Benlliure, M.R. Santos, Creativity development trajectories in Elementary Education: Differences in divergent and evaluative skills, Thinking Skills and Creativity 19 (2016) 160–174,.
[3]
S. Ali, H.W. Park, C. Breazeal, A social robot's influence on children's figural creativity during gameplay, International Journal of Child-Computer Interaction 28 (2021),.
[4]
T.M. Amabile, M.G. Pratt, The dynamic componential model of creativity and innovation in organizations: Making progress, making meaning, Research in Organizational Behavior 36 (2016) 157–183.
[5]
K. Ananiadou, M. Claro, 21st century skills and competences for new millennium learners in OECD countries, OECD education working papers, 2009.
[6]
J. Baer, The effects of task-specific divergent-thinking training, The Journal of Creative Behavior 30 (3) (1996) 183–187. https://doi.org/10.1002/j.2162-6057.1996.tb00767.x.
[7]
J. Baer, The importance of domain-specific expertise in creativity, Roeper Review 37 (3) (2015) 165–178,.
[8]
B. Baird, J. Smallwood, M.D. Mrazek, J.W.Y. Kam, M.S. Franklin, J.W. Schooler, Inspired by distraction: Mind wandering facilitates creative incubation, Psychological Science 23 (10) (2012) 1117–1122,.
[9]
E.B.A. Baker, Apps, iPads, and literacy: Examining the feasibility of speech recognition in a first-grade classroom, Reading Research Quarterly 52 (3) (2017) 291–310,.
[10]
K. Bati, A systematic literature review regarding computational thinking and programming in early childhood education, Education and Information Technologies 27 (2) (2022) 2059–2082,.
[11]
I. Beyens, S. Eggermont, Putting young children in front of the television: Antecedents and outcomes of parents' use of television as a babysitter, Communication Quarterly 62 (1) (2014) 57–74,.
[12]
F. Bitu, B. Galinon-Mélénec, M. Molina, Modifying sensory afferences on tablet changes originality in drawings, Frontiers in Psychology 13 (2022) https://www.frontiersin.org/articles/10.3389/fpsyg.2022.806093.
[13]
F.C. Blumberg, K. Deater‐Deckard, S.L. Calvert, R.M. Flynn, C.S. Green, D. Arnold, et al., Digital games as a context for children's cognitive development: Research recommendations and policy considerations, Social Policy Report 32 (1) (2019) pp1–33,.
[14]
C.A. Bower, L. Zimmermann, B.N. Verdine, C. Pritulsky, R.M. Golinkoff, K. Hirsh‐Pasek, Enhancing spatial skills of preschoolers from under‐resourced backgrounds: A comparison of digital app vs. concrete materials, Developmental Science 25 (1) (2022) e13148–n,. /a.
[15]
F.L. Broekman, J.T. Piotrowski, H.W.J. Beentjes, P.M. Valkenburg, A parental perspective on apps for young children, Computers in Human Behavior 63 (2016) 142–151,.
[16]
M.N. Callaghan, S.M. Reich, Are educational preschool apps designed to teach? An analysis of the app market, Learning, Media and Technology 43 (3) (2018) 280–293,.
[17]
Y. Colliver, M. Hatzigianni, B. Davies, Why can't I find quality apps for my child? A model to understand all stakeholders' perspectives on quality learning through digital play, Early Child Development and Care 190 (16) (2020) 2612–2626,.
[18]
Common Sense Media, The Common Sense census: Media use by kids age zero to eight, 2017,.
[19]
A. Cropley, In praise of convergent thinking, Creativity Research Journal 18 (3) (2006) 391–404,.
[20]
Department for Education, Educational Criteria for early years apps, 2019.
[21]
Department for Education, Statutory framework for the early years foundation stage, 2021.
[22]
A. Dorin, Chance and complexity: Stochastic and generative processes in art and creativity, ACM International Conference Proceeding Series (2013),.
[23]
E. Doron, Short term intervention model for enhancing divergent thinking among school aged children, Creativity Research Journal 28 (3) (2016) 372–378,.
[24]
E. Doron, Fostering creativity in school aged children through perspective taking and visual media based short term intervention program, Thinking Skills and Creativity 23 (2017) 150–160,.
[25]
M.A. Duarte-García, J.R. Sigal-Sefchovich, Working with Electroacoustic Music in Rural Communities: The use of an interactive music system in the creative process in primary and secondary school education, Organised Sound 24 (3) (2019) 228–239,.
[26]
A.K. Dubé, G. Kacmaz, R. Wen, S.S. Alam, C. Xu, Identifying quality educational apps: Lessons from ‘top’ mathematics apps in the Apple App store, Education and Information Technologies 25 (6) (2020) 5389–5404,.
[27]
J. Dunn, T. Sweeney, Writing and iPads in the early years: Perspectives from within the classroom, British Journal of Educational Technology 49 (5) (2018) 859–869,.
[28]
O. Erstad, The learning lives of digital youth-beyond the formal and informal, Oxford Review of Education 38 (1) (2012) 25–43,.
[29]
R. Eynon, J. Fry, R. Schroeder, The ethics of Internet research, in: Handbook of online research methods, Sage, 2017, pp. 47–72.
[30]
G. Fessakis, E. Gouli, E. Mavroudi, Problem solving by 5-6 years old kindergarten children in a computer programming environment: A case study, Computers in Education 63 (2013) 87–97,.
[31]
G. Fessakis, D. Lappas, E. Mavroudi, Could computer games-based problem solving positively affect the development of creativity in young children? A mixed method case study, L. K, Heider, M.R. Jalongo (Eds.), Young children and families in the information age: Applications of technology in early childhood, Vol. 10, Springer, 2014, pp. 207–226,.
[32]
R.M. Flynn, R.A. Richert, E. Wartella, Play in a digital world: How interactive digital games shape the lives of children, American Journal of Play 12 (1) (2019) 54–73.
[33]
V.P. Glǎveanu, Rewriting the language of creativity: The five A's framework, Review of General Psychology 17 (1) (2013) 69–81,.
[34]
J. Guegan, C. Brechet, J. Nelson, Dreamlike and playful virtual environments to inspire children's divergent thinking, Journal of Media Psychology (2020),.
[35]
J.P. Guilford, The nature of human intelligence, McGraw-Hill, 1967.
[36]
K. Highfield, K. Goodwin, Apps for mathematics learning: A review of ‘educational’ apps from the iTunes app store, The 36th Annual Conference of Mathematics Education Research Group of Australasia 2009 (2013) 378–385.
[37]
M. Hillman, J. Marshall, Evaluation of digital media for emergent literacy, Computers in the Schools 26 (4) (2009) 256–270,.
[38]
K. Hirsh-Pasek, J.M. Zosh, R.M. Golinkoff, J.H. Gray, M.B. Robb, J. Kaufman, Putting education in “educational” apps: Lessons from the science of learning, Psychological Science in the Public Interest 16 (1) (2015) 3–34,.
[39]
T.K. Ho, H. Lin, C. Chen, L. Lee, The development and evaluation of a tablet painting application for enhancing the artistic expression skills of students through reflection, Computers in Education 115 (2017) 56–68,.
[40]
J.D. Hoffmann, S.W. Russ, Fostering pretend play skills and creativity in elementary school girls: A group play intervention, Psychology of Aesthetics, Creativity, and the Arts 10 (1) (2016) 114–125,.
[41]
E. Hoicka, S. Powell, J. Knight, M. Norwood, Two-year-olds can socially learn to think divergently, British Journal of Developmental Psychology 36 (1) (2018) 22–36,.
[42]
E. Hong, R.M. Milgram, Creative thinking ability: Domain generality and specificity, Creativity Research Journal 22 (3) (2010) 272–287,.
[43]
International Data Corporation (Idc), Smartphone market share, 2022 2022, https://www.idc.com/promo/smartphone-market-share.
[44]
H.K. Kabali, M.M. Irigoyen, R. Nunez-Davis, J.G. Budacki, S.H. Mohanty, K.P. Leister, et al., Exposure and use of mobile media devices by young children, Pediatrics 136 (6) (2015) 1044–1050,.
[45]
M.T. van de Kamp, W. Admiraal, J. van Drie, G. Rijlaarsdam, Enhancing divergent thinking in visual arts education: Effects of explicit instruction of meta-cognition, British Journal of Educational Psychology 85 (1) (2015) 47–58,.
[46]
J. Kang, M. Liu, Investigating navigational behavior patterns of students across at-risk categories within an open-ended serious game, Technology, Knowledge and Learning 27 (1) (2022) 183–205,.
[47]
M. Karwowski, I. Lebuda, R.A. Beghetto, Creative Self-Beliefs, in: The Cambridge Handbook of Creativity , 2019, pp. 396–418.
[48]
J.C. Kaufman, V.P. Glǎveanu, A review of creativity theories, in: J.C. Kaufman, R.J. Sternberg (Eds.), The cambridge handbook of creativity, Cambridge University Press, 2019, pp. 27–43,.
[49]
J. Khatena, Teaching disadvantaged preschool children to think creatively with pictures, Journal of Educational Psychology 62 (5) (1971) 384–386. https://doi.org/10.1037/h0031634.
[50]
D. Kirsh, The importance of chance and interactivity in creativity, Pragmatics and Cognition 22 (1) (2014) 5–26,.
[51]
G. Knoblich, S. Ohlsson, H. Haider, D. Rhenius, Constraint relaxation and chunk decomposition in insight problem solving, Journal of Experimental Psychology: Learning, Memory, and Cognition 25 (6) (1999) 1534–1555,.
[52]
J. Kolak, S. Norgate, P. Monaghan, G. Taylor, Developing evaluation tools for assessing the educational potential of apps for preschool children in the UK, Journal of Children and Media 15 (3) (2021) 410–430,.
[53]
N. Kucirkova, M. Sakr, Child-father creative text-making at home with crayons, iPad collage & PC, Thinking Skills and Creativity 17 (2015) 59–73,.
[54]
M. Lennon, S. Pila, R. Flynn, E.A. Wartella, Young children's social and independent behavior during play with a coding app: Digital game features matter in a 1:1 child to tablet setting, Computers & Education 190 (2022),.
[55]
T. Leong, S. Howard, F. Vetere, Take a chance on me: Using randomness for the design of digital devices, Interactions 15 (3) (2008) 16–19,.
[56]
J. Marsh, L. Plowman, D. Yamada-Rice, J. Bishop, J. Lahmar, F. Scott, Play and creativity in young children's use of apps, British Journal of Educational Technology 49 (5) (2018) 870–882,.
[57]
J. Marsh, L. Plowman, D. Yamada-Rice, J.C. Bishop, J. Lahmar, F. Scott, et al., Exploring play and creativity in pre-schoolers’ use of apps: Final project report, 2015.
[58]
K.E. Medeiros, P.J. Partlow, M.D. Mumford, Not too much, not too little: The influence of constraints on creative problem solving, Psychology of Aesthetics, Creativity, and the Arts 8 (2) (2014) 198–210,.
[59]
M. Meyer, J.M. Zosh, C. McLaren, M. Robb, H. McCaffery, R.M. Golinkoff, et al., How educational are “educational” apps for young children? App store content analysis using the four pillars of learning framework, Journal of Children and Media (2021) 1,. –23.
[60]
H.C. Moore, Look what I made!: Open-ended apps that spark creativity, YC Young Children 72 (5) (2017) 21–27.
[61]
Nasuwt, Creativity and the arts in the primary school, April Discussion Document and Proceedings of the Consultative Conference on Education 2009 (2009) 1–142.
[62]
K.A. Nielson, M. Powless, Positive and negative sources of emotional arousal enhance long-term word-list retention when induced as long as 30 min after learning, Neurobiology of Learning and Memory 88 (1) (2007) 40–47,.
[63]
E.C. Nusbaum, P.J. Silvia, Are intelligence and creativity really so different? Fluid intelligence, executive processes, and strategy use in divergent thinking, Intelligence 39 (1) (2011) 36–45. https://doi.org/10.1016/j.intell.2010.11.002.
[64]
Ofcom, Children and parents: Media use and attitudes report 2020/21, 2021.
[65]
J.W. Osborne, Improving your data transformations: Applying the Box-Cox transformation, Practical Assessment, Research and Evaluation 15 (12) (2010) 1–9.
[66]
N. Pachler, B. Bachmair, J. Cook, Mobile learning: Structures, agency, practices, Springer, 2010,.
[67]
M.J. Page, J.E. McKenzie, P.M. Bossuyt, I. Boutron, T.C. Hoffmann, C.D. Mulrow, et al., The PRISMA 2020 statement: An updated guideline for reporting systematic reviews, Systematic Reviews 10 (1) (2021) 1–11,.
[68]
S. Papadakis, Apps to promote computational thinking and coding skills to young age children: A pedagogical challenge for the 21st century learners, Education Process: International Journal 11 (1) (2022),.
[69]
S. Papadakis, M. Kalogiannakis, N. Zaranis, Designing and creating an educational app rubric for preschool teachers, Education and Information Technologies 22 (6) (2017) 3147–3165,.
[70]
S. Papadakis, M. Kalogiannakis, N. Zaranis, Educational apps from the android Google play for Greek preschoolers: A systematic review, Computers in Education 116 (2018) 139–160,.
[71]
S. Papert, Computers for children, in: Children, computers, and powerful ideas, 2nd ed., 1980, pp. 3–18.
[72]
S. Papert, A word for learning, in: Y. Kafai, M. Resnick (Eds.), Constructionism in practice: Designing, thinking, and learning in a digital world, 1996, pp. 9–24.
[73]
K.E. Pearce, J.C. Yip, J.H. Lee, J.J. Martinez, T.W. Windleharth, A. Bhattacharya, et al., Families playing animal crossing together: Coping with video games during the COVID-19 pandemic, Games and Culture 17 (5) (2022) 773–794,.
[74]
J.T. Piotrowski, L. Meester, Can apps support creativity in middle childhood?, Computers in Human Behavior 85 (2018) 23–33,.
[75]
J.A. Plucker, R.A. Beghetto, G.T. Dow, Why isn't creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research, Educational Psychologist 39 (2) (2004) 83–96,.
[76]
Puckett Cliatt, J.M. Shaw, J.M. Sherwood, Puckett Cliatt, …., J.M. Sherwood, Effects of Training on the Divergent-Thinking Abilities of Kindergarten Children, Child Development 51 (4) (1980) 1061–1064.
[77]
C. Richardson, P. Mishra, Learning environments that support student creativity: Developing the SCALE, Thinking Skills and Creativity 27 (February 2017) (2018) 45–54,.
[78]
S. Robson, The Analysing Children's Creative Thinking framework: Development of an observation-led approach to identifying and analysing young children's creative thinking, British Educational Research Journal 40 (1) (2014) 121–134,.
[79]
M. Sakr, V. Connelly, M. Wild, ‘Evil cats’ and ‘jelly floods’: Young children's collective constructions of digital art making in the early years classroom, Journal of Research in Childhood Education 30 (1) (2016) 128–141,.
[80]
B. Sari, Z.K. Takacs, A.G. Bus, What are we downloading for our children? Best-Selling children's apps in four European countries, Journal of Early Childhood Literacy 19 (4) (2019) 515–532,.
[81]
R.I. Segundo Marcos, V. López Ferández, M.T. Daza González, J. Phillips-Silver, Promoting children’s creative thinking through reading and writing in a cooperative learning classroom, Thinking Skills and Creativity 36 (2020),.
[82]
K.J. Sheehan, S. Pila, A.R. Lauricella, E.A. Wartella, Parent-child interaction and children's learning from a coding application, Computers in Education 140 (2019),.
[83]
C. Shuler, iLearn: A content analysis of the iTunes app store’ s education section, November 2009 The Joan Ganz Cooney Center at Sesame Workshop, 2009.
[84]
P.T. Sowden, L. Clements, C. Redlich, C. Lewis, Improvisation facilitates divergent thinking and creativity: Realizing a benefit of primary school arts education, Psychology of Aesthetics, Creativity, and the Arts 9 (2) (2015) 128–138. https://doi.org/10.1037/aca0000018.
[85]
Statista, Apple: Most popular app store categories 2022. Statista, 2022, https://www.statista.com/statistics/270291/popular-categories-in-the-app-store/.
[86]
Statista, Biggest app stores in the world 2022. Statista, 2022, https://www.statista.com/statistics/276623/number-of-apps-available-in-leading-app-stores/.
[87]
Statista, Google Play most popular app categories 2022. Statista, 2022, https://www.statista.com/statistics/279286/google-play-android-app-categories/.
[88]
M. Sun, M. Wang, R. Wegerif, Using computer‐based cognitive mapping to improve students' divergent thinking for creativity development, British Journal of Educational Technology 50 (5) (2019) 2217–2233,.
[89]
G. Taylor, J. Kolak, E.M. Bent, P. Monaghan, Selecting educational apps for preschool children: How useful are website app rating systems?, British Journal of Educational Technology (2022),. February, 1–21.
[90]
G. Taylor, J. Kolak, S.H. Norgate, P. Monaghan, Assessing the educational potential and language content of touchscreen apps for preschool children, Computers in Education 3 (2022).
[91]
S. Vaala, M.H. Levine, Getting a read on the app stores, 2015.
[92]
R.D. Vatavu, G. Cramariuc, D.M. Schipor, Touch interaction for children aged 3 to 6 years: Experimental findings and relationship to motor skills, International Journal of Human-Computer Studies 74 (1) (2015) 54–76,.
[93]
T.B. Ward, Y. Kolomyts, Creative cognition, in: J.C. Kaufman, R.J. Sternberg (Eds.), The cambridge handbook of creativity, 2nd ed., Cambridge University Press, 2019, pp. 175–199.
[94]
Warren, F.; Mason-Apps, E.; Hoskins, S.; Azmi, Z.; Boyce, J. : The role of implicit theories, age, and gender in the creative performance of children and adults. Thinking Skills and Creativity, 28(December 2017). https://doi.org/10.1016/j.tsc.2018.03.010.
[95]
D.R. Weatherford, L.V. Esparza, L.J. Tedder, O.K.H. Smith, Using a Fork as a Hairbrush: Investigating Dual Routes to Release from Functional Fixedness, Journal of Creative Behavior 0 (2020) 1–14. https://doi.org/10.1002/jocb.442.
[96]
A.N. Webb, A.C. Rule, Effects of teacher lesson introduction on second graders' creativity in a science/literacy integrated unit on health and nutrition, Early Childhood Education Journal (2013) 351–360,.
[97]
M.-C. Wen, L.T. Butler, W. Koutstaal, Improving insight and non-insight problem solving with brief interventions, British Journal of Psychology (London, England : 1953) 104 (1) (2013) 97–118,.
[98]
E. Winner, L. Hetland, S. Veenema, K. Sheridan, P. Palmer, Studio thinking: How visual arts teaching can promote disciplined habits of mind. New directions in aesthetics, creativity, and the arts, April 2015 2020, pp. 189–206,.
[99]
Z. Xiong, Q. Liu, X. Huang, The influence of digital educational games on preschool Children's creative thinking, Computers & Education 189 (2022),.
Recommendations
Child–smartphone interaction: relevance and positive and negative implications
AbstractAn increasing number of children are now using smartphones, and the phenomenon is being studied keenly by computer scientists, pediatricians, developmental psychologists and educationists. We reviewed the research literature on what we call child–...
Can children benefit from early internet exposure? Short- and long-term links between internet use, digital skill, and academic performance
AbstractEducational policymakers are optimistic that providing young children access to technology can catalyze academic achievement and eventual positive labor market outcomes. However, possessing digital skill – or the ability to use ...
Highlights- Early digital skill was a marginally significant direct predictor of middle childhood academic achievement (p < .1).
Educational apps from the Android Google Play for Greek preschoolers
In the seven years since the introduction of the tablet (Apple iPad) in 2010, the use of software for smart mobile devices has grown rapidly in popularity and has become a hotly debated issue in the field of education and child development. However, the ...
Comments
Information & Contributors
Information
Published In
Copyright © 2023.
Publisher
Elsevier Science Ltd.
United Kingdom
Publication History
Published: 01 August 2023
Author Tags
Qualifiers
- Research-article
Contributors
Other Metrics
Bibliometrics & Citations
Bibliometrics
Article Metrics
- 0Total Citations
- 0Total Downloads
- Downloads (Last 12 months)0
- Downloads (Last 6 weeks)0
Reflects downloads up to 25 Jan 2025