Gender preferences for multimedia interfaces

This study examined the gender differences in the
preferences to varying designs of multimedia learning interfaces.
In the study it was assumed that design characteristics add to the
interest in learning and a taxonomy of design of efficient user
interfaces for both boys and girls was developed. The research
included 90 children from three kindergarten classes who used
interactive multimedia stories. The research subjects responded to
questions which elicited their level of satisfaction with the various
interfaces. The research findings indicate that there is a significant
difference in the level of satisfaction between boys and girls
depending on the design of the learning interfaces. This paper
reports on the findings which were statistically significant.