Using applications featuring multimedia and interactive elements has increased popularity among teachers. While previous research has shown that multimedia elements efficiently facilitate learning, the results regarding interactive features are contradictory. Since interactive features might serve as distractors (resulting in mixed results), individual differences in executive functions may determine how well children process information accompanied by them. Hence, our aim was to test whether electronic storybooks with multimedia and interactive features improve the recall performance of primary school children. We also measured individual differences in working memory capacity (WMC) and attentional mechanisms. Children (N=73, M=9.5 years) participated in three groups. In the interactive app group, children explored an interactive app featuring a story (both interactive and multimedia elements). In the multimedia-only group, children watched a video with the same story and multimedia elements (but no interactions), while in the control group children heard the same story with static illustrations (no multimedia or interactive elements). After the exposure children answered questions regarding the story. Children also performed tests of sustained attention and WMC. Teachers completed the ADHD Rating-scale IV regarding each child. Our results suggest that children in the interactive app group scored the highest on the questions compared to the other two groups. The results were not affected by individual differences in attentional mechanisms and WMC. In conclusion, compared to the multimedia elements, interactive features elicit physical activities from the user that can lead to better recall performance when using apps with both multimedia and interactive features.