Abstract
Given the role of digital technologies in education, understanding the increasing importance of the level of participation of female and male students in using these technologies is essential.This study aims to quantitatively examine the extent of participation of female and male students in using digital technologies and explore the role of familiarity with these technologies in increasing or decreasing participation.This study was conducted through a descriptive and self-assessment approach among art students.For this purpose, a questionnaire about three dimensions of emotional, behavioral, and cognitive participation was designed.The participants were 20 graduate art students at the university under study.The results indicated that the familiarity of female students with digital technologies used in art education is less than that of male students.Familiarity with digital technologies can significantly impact the increase or decrease in emotional participation in both genders.Also, the lack of knowledge can enhance female students' motivation for greater cognitive participation.Female students demonstrated higher cognitive participation, and male students showed higher emotional participation, but the overall average participation in both genders was equal.Nevertheless, studying the role of gender stereotypes in the level of awareness and participation of female students is crucial for future research.