There are significant changes are in education field: the paradigm shift from teacher-centered and text-oriented learning to learner-centered and multimedia-oriented learning. Many researchers have proposed that the e-learning contents is one of the most important factors on e-learning performance. This study analyzes the effect of types of test information on learning performance in e-learning contents. The results show that the interaction effect between types and gender influences the comprehension of learning; the female prefers to the feedback and narrative type but the male prefer to the narrative type. The narrative type showed the highest score on the comprehension and satisfaction of learning among three different types. Also, the main effect of gender difference had no effect on e-learning performance.