Gender and learning style interactions in students' computer attitudes

Abstract

University students' attitudes toward computers were assessed as a function of learning style. Analyses of responses provided by 232 students to a learning style assessment instrument and a computer attitude survey revealed that specific learning styles were associated with an affinity for (liking of), confidence in, and anxiety about the use of computers. Within those learning styles, gender differences were discovered when students manifested a clearly dominant style. The findings indicate that computer-based or computer-assisted instruction may not be appropriate for all students and that curriculum modifications to account for learning style differences may increase the effectiveness of and reduce the aversion to computers in the classroom. Additional research into the relationship between learning styles and computer attitudes may also provide assistance relative to increasing the enrollment of females in technology-oriented courses of study.