Gender Differences and Aesthetic Conditions for Preferred Online Learning Spaces: A Quantitative Study

Researchers have found that aesthetic conditions of online learning materials were relevant to cognitive and affective responses. Such concepts are supported by the cognitive affective theory of multimedia learning as well as the what is beautiful is usable model. The purpose of this quantitative, quasi-experimental, and correlational study was to investigate gender-based differences in aesthetic appeal and engagement due to aesthetic conditions so that institutions can better customize learner experiences. A convenience sample of 283 adult participants who were taking online classes was recruited through social media. Two of three hypotheses were supported, and the third partially supported. As shown by Mann-Whitney U tests, there were differences in aesthetic appeal ratings of two of the three conditions between males and females. Aesthetic appeal ratings of the neutral condition were statistically significantly higher in females (Mdn = 4, M = 3.71) than in males (Mdn = 2, M = 2.71), U = 15,728.00, asymptotic p (2-sided) = .00. Aesthetic appeal ratings of the masculine condition were statistically significantly higher in males (Mdn = 4, M = 3.85) than in females (Mdn = 3, M = 2.81), U = 4,615.50, asymptotic p (2-sided)= .00. Aesthetic appeal ratings of the feminine condition were not statistically significantly different in females (Mdn = 3, M = 3.20) than in males (Mdn = 3, M = 3.07), U = 10,617.50, asymptotic p (2-sided)= .34. As shown by Chi-square tests of association, there was a relationship between gender and engagement selection for each condition. There was a statistically significant association between gender and condition chosen for engagement, X2(2) = 98.96, p = .00. There was a very strong association between gender and condition chosen for engagement, ϕ = 0.59, p = .00. As shown by Spearman's rank-order correlation, there was a relationship between appeal level and engagement selection for each condition. There was a strong positive correlation between appeal rating for the neutral condition and selection of the neutral condition for engagement, rs(283) = .62, p < .00. There was a strong positive correlation between appeal rating for the feminine condition and selection of the feminine condition for engagement, rs(283) = .40, p < .00. There was a strong positive correlation between appeal rating for the masculine condition and selection of the masculine condition for engagement, rs(283) = .67, p < .00. Because the findings suggest significant differences between males and females in aesthetic preferences for the online classroom, colleges with online classes should present different versions of the online classroom based on gender. Future research should be completed in a laboratory setting so that colors are not altered due to potential variations in computer monitors.