Even though the field of Computer Science (CS) affects different aspects of society, several groups of society are under-represented, including women. Girls might have different learning opportunities in CS due to their project preferences. Girls who learn to program in the block-based language Scratch are likelier to work on stories and simple programs, whereas boys tend to create games and more complex programs. We explore whether preferences and program implementation differ between genders within a story, game and visual adventure in Hedy, a gradual textual programming language. We analysed 14,233 programs of 2,819 users born between 2009 and 2013. We found that children worked most on the game adventure and that girls saved more story programs than boys. We analysed programs implemented in the first five levels of Hedy. In some levels, boys made longer programs and used more (different) commands. When looking at individual adventures, we found differences between genders in story adventure level 5, game adventure levels 4 and 5, and visual adventure levels 1, 3 and 5. Our results imply that programming assignments can be created in which children of different genders work on similar programs in terms of size and (unique) number of commands used. However, gender differences occur in all three adventures in the highest level analysed.