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Does Gender Matter in Hypertext Reading?

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Protopsaltis, A. & Bouki, V. (2008). Does Gender Matter in Hypertext Reading?. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 1120-1129). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28530.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
Vienna, Austria
June 30, 2008
ISBN 1-880094-65-7
  Joseph Luca & Edgar R. Weippl
AACE

More Information on EDMEDIA
Table of Contents

Authors

Aristidis Protopsaltis, CITY University, UK; Vassiliki Bouki, Westminster University, UK

Abstract

It has been argued that gender might affect users’ attitudes towards electronic media and their academic performance. The accuracy of such claims can affect the use of new technologies in leaning. This study examines gender differences in a hypertext environment. The study focuses on text based electronic documents. The study uses the think-aloud method. Forty two participants (30 males & 12 females) read the hypertext and then, all answered the same set of questions. The experimental hypothesis suggests that gender differences on learning, IT literacy, and visuo-spatial abilities might affect hypertext reading. The results show that gender does not influence reading times, comprehension scores, reading strategies, and the amount of visited links. Additionally, coherence, and selection of hyperlink based on their location seem to be equally important for both genders.

Keywords

• Gender

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