Most boys and girls interact differently with educational software and have different preferences for the design of educational software. The question is whether the usage of educational software has the same consequences for both genders. This paper investigates the characteristics of drill‐and‐practice programmes or drills that are efficient for boys and girls. The experiment was carried out in order to find out the characteristics of drills that have statistically significant correlations with the learning outcome of boys and girls. The findings about statistically significant gender differences will be discussed. The paper concludes with some recommendations for composing drills appropriate for both genders.
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Piret Luik (2009) studied this question.
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