Abstract
Information and communication technologies have opened up new opportunities for cultivating a reading culture, where people go beyond instrumental to leisure reading, in developing countries. But the research on information and communication technology (ICT) and reading has been conducted mainly in western countries. This paper explores the potential of ICT-based interventions for fostering a reading habit among university students in Uganda. A cross-sectional survey design was employed and data were collected using a self-designed instrument from eight universities in Uganda. Structural equation analysis using Partial Least Squares was used for statistical analysis of the data. Major findings from 337 valid responses indicate that ICT usage, home culture, school culture, and disposable income significantly impact the reading habits of university students in Uganda.
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