Abstract
This study investigates the preferences and attitudes of first-year students in the Faculty of Tourism at the International University of Tourism and Hospitality in Turkestan towards the use of multimedia tools, particularly gamification, in learning English. The research tested the hypothesis that gender differences significantly influence multimedia preferences (H1) against the null hypothesis of no significant differences (H0). Using mixed methods involving surveys and interviews, data were collected from 34 participants (16 males, 18 females). Inferential statistical analysis confirmed significant gender-based differences in multimedia preferences: males showed a stronger preference for video games (t = 2.45, p < 0.05), while females favored virtual tours and artistic content (t = -2.32, p < 0.05). Additionally, educational video games emerged as the most preferred tool (28% of students), with an overall satisfaction score of M = 4.88 (SD = 0.31). The study highlights the effectiveness of gamification in enhancing engagement and language acquisition while emphasizing the need for tailored, inclusive strategies that accommodate diverse preferences. Practical applications include integrating gamified modules into tourism education to improve vocational readiness and align with Kazakhstan's trilingual education policy.