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This study investigates students' performance, perception and acceptance when experiential learning approaches are integrated in Computer Science courses. An experiential learning approach has been designed to assist students in web development courses. The proposed learning approach in based on real-world examples and the abstraction of terminology using a sequential wizard-based logic. A survey model has been constructed and an exploratory study is conducted on 54 under and post graduate students. Results demonstrated high degree of perception and acceptance, as well as high performance scores. No gender differences have been detected in the examined sample and several strong correlations have been found among the measured variables. In particular, perceived ease of use and usefulness are strongly correlated to each other as well as to self-efficacy, willingness to learn and satisfaction. Satisfaction and self-efficacy are not correlated to each other, while performance has not been affected by anyone of the measured variables.

This paper addresses the role of gender in End-User Development (EUD) environments and examines whether there are gender differences in performance and in correlations between performance and a set of behavioral attributes. Based on a review of the most prominent EUD-related behavioral Human Computer Interaction (HCI) theories, and the influence of gender on them, it attempts to classify all the gender related behavioral attributes influencing the end-users' performance. Then, it theoretically selects a subset of these attributes, namely "Risk-Perception," "Usefulness-Perception," "Learning Willingness," "Ease-of-Use-Perception," and "Self-Efficacy," presents an example application and conducts a basic evaluation testing. The proposed attributes (their initials form the word RULES) can form the basis for the design of EUD-oriented user modeling techniques for gender-neutral self-adaptive software EUD environments.