The focus of this paper is on using the Arduino as an educational tool and encouraging equal participation of women in the ICT filed. The purpose is to contribute to the understanding of gender differences in working and learning on Arduino projects. The target population consists of first-year undergraduate students of Informatics where male students outnumber female students. Consequently, the sample consists of 44 students, 75% male and 25% female. The Arduino platform was used in an introductory course in information science. During 15 hours of computer lab lessons, students had to make five Arduino projects working in teams, supervised by a teacher and a peer-mentor. Learning through Arduino projects contributes to a better understanding of interactions between hardware, software and real-world systems, which is of fundamental importance for future ICT specialists. Based on the conducted research, statistically significant differences between gender were confirmed in student self-assessment of work on Arduino projects considering teamwork, learning and use of Arduino. Female students are more likely to be more frustrated with the work on Arduino projects, work with Arduino hardware, consider their involvement in teamwork less important, and share less of their knowledge within the team. However, through peer and active learning, working on Arduino projects supervised by the teacher, all the students acquired useful knowledge, got a deeper understanding of the course topics and improved their problem-solving skills. [For the full proceedings, see ED630948.]