目前探討資訊教育領域中性別差異之相關研究多著重於特定因素或單一觀點的探討，極少針對相關因素進行廣泛整理與分析。本研究藉由不同來源文獻的綜合整理，針對個體在電腦學習上所呈現之性別差異的相關文獻進行完整回顧與分析，期望能整理出多年來資訊學習領域中之性別差異的研究結果。結果發現，實證研究中探討資訊教育領域性別差異的各項議題大致分為：電腦自我效能、網路自我效能、電腦態度、電腦經驗、電腦使用度、電腦焦慮、電腦素養、使用與學習動機、自我意象、電腦績效、擁有電腦設備和社會支持與鼓勵等12大項。其中最常被探討的重要議題依序為「電腦自我效能」、「電腦焦慮」和「電腦態度」。透過二項分配檢定分析，發現電腦自我效能（p<0.001）、電腦焦慮（p<0.001）、電腦態度（p<0.01）及電腦素養（p<0.05）等項目有顯著的性別差異，其他項目的檢驗則未達統計顯著水準。基於研究的發現，我們針對社會及學校二個層面提出改善資訊教育領域性別差異現象的適當建議。

According to the literature reviewed, research comprehensively examined gender difference issues in computer education were rarely seen. Most of the studies done focused on either a single view point or specific factors. Therefore, we synthesized and evaluated all the studies reviewed, tried to obtain a clearer picture for gender differences in computer education. The results showed that gender difference issues in computer education investigated including computer self-efficacy, internet self-efficacy, attitude toward computer, experience in computing, computer usage, computer anxiety, computer literacy, motivation of using/learning computer, self-image, performance in computing, owning a computer as well as support and encouragement from the society. Among all these issues, computer self-efficacy, computer anxiety , and attitudes toward computer were investigated most frequently. The test of binomial distribution also showed that computer self-efficacy (p<0.001), computer anxiety (p<0.001), attitudes toward computer (p<0.01) and computer literacy (p<0.05) were found to have significant gender differences. Based on the results found, suggestions to lessen gender differences on these issues were given.