DESIGNERS OF EDUCATIONAL multimedia often develop curriculum with specific learner types in mind. However, gender differences also effect learning styles and interest. This article reviews several gender differences that effect learning, interest, and comprehension.

As educators, early in our careers we learn that obtaining student's interest quickly and often is key to successful instruction. Illustrated below are several interest grabbing scenarios often employed in multimedia based instruction. Is there one that has greater appeal to males vs. females?

Illustration 1                                   Illustration 2

Illustration 1 and 2 are both scenes from a Language Arts

multimedia activity. Do you see any gender bias? Note

character's clothing, gestures, and facial expressions.

Video games also give insight into the value of taking gender differences in multimedia design. In a male dominated video game market, the majority of record breaking sales over the past 20 years have involved video games with cross gender appeal. Of the top ten best selling games; three have been either cross-gender or female targeted titles. These titles include PAC-Man, Sim City, and Barbie.

Market trends and gender studies show that gender based multimedia preferences do exist. The film and music industry best selling charts indicate that cross-gender appealing products are most successful. 

The Billboard Hot 100 Music Chart: 1988, 93, 98, & 2002

Top US Box Office Movie Revenues: 1988, 93, 98, & 2002

One of the common cross-gender threads in most of the best selling songs and movies indicated in the charts above is "relationships." This also can have relevance to developers of educational multimedia. Designers would be mindful to take cue from the entertainment industry's lead and use gender bias to their advantage. Although, movies and music often express relationships through strong sexual content, which would not be appropriate for educational multimedia, social interaction and self expression are also aspects of relationships that have equally strong cross-gender appeal.

In their ever growing repertoire, educational multimedia designers and instructors should be sure to include aspects that will have appeal to both genders. Educational equity should not only include learning differences, but gender differences as well. Knowing the methods of achieving cross gender appeal and implementing these methods, shows to be a proven method of successfully reaching a sexually diverse audience and thereby allowing maximum benefit of instruction for all students.

For more information on Gender Learning, see the EET article on Gender and technology.

Listed below are additional sources containing more information on gender differences in multimedia.

Girls and Computer Games.

Girls and Education Series.

Girls Games.

Darnell Carter, Curriculum Specialist