Since the benefits of information and communication technology for learning have been recognized, many universities continue to invest advanced technologies for students’ learning activities. Recently, tablets, such as Apple iPad, have received much attention. Thus, it is expected that tablets can be accepted by users for academic and nonacademic reading. However, there is little empirical evidence regarding the determinants of accepting tablets for academic reading. Thus, in this study, we propose an integrated model based on Unified Theory of Acceptance and Use of Technology (UTAUT) and IS and learning literatures to examine the determinants of using tablets for university students’ academic reading. A total of 164 responses were collected from a Taiwanese university and structural equation modeling (SEM) techniques were applied to test the proposed model and relationships. Theoretical and practical implications and future research directions are discussed.
