Do boys differ from girls in navigating through hypertext environments when learning?

Since hypertext learning environments (HLE) are widely used in education, it is important to study the effects and consequences of its use. Earlier research suggests that the outcomes of learning based on hypertext environments, depends on learner characteristics in conjunction hypertext specific features. Since the variety in interfaces is enormous, students are challenged to develop new methods of wayfinding for each HLE. It is therefore important to develop interfaces that facilitate learning as much as possible. In this paper a user characteristic (sex) and a hypertext feature (navigational support) are studied. Preliminary results show that there is no difference in sex or navigational support regarding task performance