There is a growing body of research on using learning analytics in an online constructivist learning environment to improve students' engagement and self-regulation. However, little is known to what extent female and male students differ in their engagement and self-regulation in an online Constructivist Learning Design and Learning Analytics (CLDLA) environment. This study was conducted to explore gender differences in engagement and self-regulation in a constructivist learning design and learning analytics environment. To do this, 50 female and male graduate students from Allameh Tabataba'i University participated in a Moodle course called "Teaching skills" and they were asked to fill out Agentic Engagement Scale and Self-Regulation Questionnaires in two phases as pre-test and post-test. The findings showed that female students received a higher score for engagement and self-regulation scale compared to male students from pre-test to post-test. These findings suggest that female students found the online CLDLA environment more engaging and self-regulative than male students. Based on the results, recommendations for future research and educational practice are presented. [For the complete volume, "Proceedings of International Conference on Studies in Education and Social Sciences (Antalya, Turkey, November 11-14, 2021). Volume 1," see ED625228.]