Influence of gender and academic ability in a computer‐based Spanish reading task

Technology‐assisted learning: a longitudinal field study of knowledge category, learning effectiveness and satisfaction in language learning

“…Considerable efforts have been undertaken to reconcile inconsistent findings from prior studies by identifying key moderating factors that can influence learning effectiveness or satisfaction. For example, Taylor and Nikolova (2004) examine the relationship between gender and learning performance in the context of computer‐based reading of Spanish as a second language. They report a significant difference between high‐ and average‐performing male students but show insignificant differences between high‐ and average‐performing female students.…”

“…We focus on the issue of knowledge types, which has received less research attention than learner characteristics such as learning styles (Aragon et al . 2002; Neuhauser 2002), gender (Taylor & Nikolova 2004), or intrinsic motivation (Martens et al . 2004).…”

“…Consistent with Mayer (2003), however, we believe technology-assisted learning can facilitate certain teaching methods better than others, which means the appropriate question to ask is not simply whether technology-assisted learning is better than face-to-face learning but rather which aspects of technology-assisted learning benefit which kinds of learners in acquiring which types of knowledge. We focus on the issue of knowledge types, which has received less research attention than learner characteristics such as learning styles (Aragon et al 2002;Neuhauser 2002), gender (Taylor & Nikolova 2004), or intrinsic motivation (Martens et al 2004). In addition, knowledge type can determine the effectiveness of knowledge transfer, because explicit knowledge is more appropriate for transfer over an electronic channel (Rosenberg 2001).…”

“…An emergent contingency approach calls for investigations of the key factors or conditions in which technologyassisted learning results in favourable learning effectiveness and satisfaction (Smith et al 2006). Several factors have been studied, including gender (Taylor & Nikolova 2004) and learning style (Aragon et al 2002), but the target knowledge to be disseminated by the instructor and acquired by students represents an important consideration that has received little (if any) attention. No learning settings are universally and equally effective across all subject areas or learning objectives, because some embrace explicit knowledge, whereas others entail tacit knowledge.…”

Age and Gender Considerations for Technology-assisted Delivery of Therapy for Substance Use Disorder Treatment: A Patient Survey of Access to Electronic Devices

“…Although age was not significantly associated with patient attitudes, gender had a significant association. A literature search identified one previously published manuscript that found gender differences in attitudes towards a computer-based Spanish education modality (Taylor and Nikolova, 2004). The manuscript found that women had a higher preference the computer-based version instead of the standard paper format.…”