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Educational Technology – January 2026, volume 25 Issue 1  \nHong Kong Students’ Perception of Providing Students with Digital Learning Materials Improves Learning Experience  \nHon Keung YAU  \nCity University of HongKong, Department of Systems Engineering, Kowloon Tong, Kowloon, HongKong.  \n[honkyau@cityu.edu.hk](honkyau@cityu.edu.hk)  \nWai Keung CHIU  \nCity University of HongKong, Department of Systems Engineering, Kowloon Tong, Kowloon, HongKong.  \n[waikichiu7-c@my.cityu.edu.hk](waikichiu7-c@my.cityu.edu.hk)  \nYu Jin CHEAH  \nCity University of HongKong, Department of Systems Engineering, Kowloon Tong, Kowloon, HongKong.  \n[yjcheah3-c@my.cityu.edu.hk](yjcheah3-c@my.cityu.edu.hk)  \nAbstract  \nThis paper explores the impact of digital learning materials on improving student learning experiences in Hong Kong after the COVID-19 pandemic. A survey of 121 respondents was conducted to study students’ perceptions towards Digital Learning Materials (DLM). The Technology Acceptance Model (TAM) guided the questionnaire survey. After collecting data, it was analysed that age, gender and education level do not influence students’perception of DLM. However, grade differences in tertiary studies and other external factors strongly influence students’ perceived ease of use (PEOU) and perceived usefulness (PU) . Other factors among TAM were also found to influence one another.  \nKeywords: Digital Learning Model (DLM), Technology Acceptance Model (TAM), Hong Kong Education  \n1. Introduction  \nThe rise of new teaching methods in the Hong Kong education system, such as online learning materials, has allowed students opportunities to study smoothly at home. However, many crises have been discovered, such as students’ concentration, learning engagement, and understanding are different from past education. The study aims to investigate Hong Kong students' perception of providing Digital Learning Materials (DLM) and categorise them by education level, gender, age, experience and learning habits.  \n2. Literature Review  \n2.1 Digital Learning Material (DLM)  \nDigital Learning Material (DLM) is a digitised and designed material for educational purposes and can be accessed using a computer. It originates from the word Learning Material (LM), a material for educational purposes. DLM may include, but is not restricted to, the following contents:  \n1. Drill and Practice: Provides consolidation and repetition of knowledge, trains and automates skills. Can build the confidence of learners through scores and results.  \n2. Tutorial: Provides predefined programs for learners to build up knowledge and skills. Relates to the knowledge application method or procedure.  \n3. Multimedia: Contains multiple types of material composition, such as text, images, sound, video and interactivity. It can be divided into linear content, which does not require the learner to control, and nonlinear content, which controls progress by learner interactivity.  \n4. Simulations: Model ofa system. Provide operations under different variables, allow changing values and understand the impacts of variables. Reduce dangerous or time-consuming situations while maintaining high-quality simulations.  \n5. Educational Games: Enhance interest in teaching content and motivate learners through diversified game content.  \n6. Autonomous Learning: Learners are responsible for their own learning. Learners must establish and implement personal education plans and make decisions based on needs, preferences or goals. Learning attitudes are important, and are expected to learn consciously and actively.  \nCopyright © The Turkish Online Journal of Educational Technology  \n TOJET: The Turkish Online Journal of Educational Technology – January 2026, volume 25 Issue 1  \n2.2 Measure of Students ’ Perceptions on DLM  \n2.2.1 Theory of Planned Behaviour (TPB)  \nTheory of Planned Behaviour (TPB) is developed based on Theory of Reasoned Action (TRA) (Fishbein & Ajzen, 1975), which","cbCail6UnKPyPaYp","https://ap.wps.com/l/cbCail6UnKPyPaYp","pdf",376227,17,"English","# Abstract\n# 1. Introduction\n# 2. Literature Review\n## 2.1 Digital Learning Material (DLM)\n## 2.2 Measure of Students’ Perceptions on DLM\n## 2.2.1 Theory of Planned Behaviour (TPB)\n## 2.2.2 Technology Acceptance Model (TAM)\n## 2.2.3 Perceived Usefulness (PU) and Perceived Ease of Use (PEOU)","[{\"question\":\"What is the main purpose of the study on Digital Learning Materials (DLM)?\",\"answer\":\"The study investigates Hong Kong students’ perceptions of providing DLM and examines how perceptions vary across education level, gender, age, experience, and learning habits.\"},{\"question\":\"How does the Technology Acceptance Model (TAM) guide the questionnaire?\",\"answer\":\"TAM informs the questionnaire design and supports analysis of perceived usefulness (PU) and perceived ease of use (PEOU), along with other related factors within the model.\"},{\"question\":\"Which student factors were found not to influence perceptions of DLM?\",\"answer\":\"Age, gender, and education level do not influence students’ perceptions of DLM according to the paper’s analysis.\"}]","Hong Kong Students’ Perception of Providing Students with Digital Learning Materials Improves Learning Experience - Abstract and Introduction | PDF",1792042930,43]