The primary idea of this research is to support the innovating process of textbook design. In our investigation we aim to build on pupils´ needs in respect to the learning materials they prefer to use at school and at home. More concretely, our research attention is paid to textbooks – traditional printed and electronic textbooks (so called e-textbooks). Since there is a huge expansion of ICT use in education, the question of the future of printed books is essential. Does the print book still possess an important place in learning and instruction? Based on their perception, what kind of textbooks do pupils prefer for learning?

There is no doubt about advantages of both types of textbooks. One of the main advantages of printed textbooks is their long tradition in education. Yet e-textbooks can incorporate simulations and other concrete examples, employ a style well-suited to learner’s needs, and work in the opportunity to practice and elaborate upon what students have learned (Bradshaw, 2005).

However, several studies confirm little or no significant difference in pupils/students´ performance in learning with printed and electronic textbooks (e.g. Maynard & Cheyne, 2005; McFall, Dershem, & Davis, 2006; Staehr & Byrne, 2011). Regarding the acceptance of e-textbooks, a number of studies focusing on university students can be found. As an example we can name the study of Bryant and Mims (2012). The authors used a questionnaire with open-end items to explore graduate and undergraduate business students´ perception of e-textbooks. Their study showed that students considered e-textbooks more current and timely than their print counterparts. On the contrary, according to Walton (2007, in Nelson, 2008) American college students expressed little to no preference for e-books.

Among lower secondary school pupils there is little evidence on the perception of e-textbooks. In a questionnaire study focusing on the use of textbooks conducted in Slovakia, one fourth of 15-year-old respondents prefer electronic textbooks (Nogova, 2009). Nevertheless, similar studies carried out in the Czech Republic are missing. Therefore, our study can be viewed as a starting point in this research area. Before conducting a thorough investigation a pilot study is to be carried out. In this pilot phase the main aim is to investigate pupils´ perception of printed and multimedia textbooks because pupils are the population who are the textbooks primarily intended for. Following the research aim, a research question is formulated: What is the pupils´ perception of printed and e-textbooks?

Bradshaw, G. L. (2005). Multimedia textbooks and student Learning. MERLOT Journal of Online Learning and Teaching, 1(2). Retrieved from http://jolt.merlot.org/pastissues.html Bryant, B., & Mims, T. (2012). Student´s Perception of E-Texts: Value or Hindrance. SAM International Conference. Retrieved from http://www.cob.tamucc.edu/sam/conferences/SAM2012Papers/Student%20Perceptions%20of%20ETexts%20Bryant%20Mims.pdf Maynard, S., & Cheyne, E. (2005). Can electronic textbooks help children to learn? The Electronic Library, 23(1), 103–115. McFall, R., Dershem, H., & Davis, D. (2006). Experiences using a collaborative electronic textbook: Bringing the Guide on the Side home with you. SIGSE Bulletin, 3(1), 339-343. Nelson, M. R. (2008). E-Books in Higher Education: Nearing the End of the Era of Hype? EDUCAUSE Review, 43(2), 40-56. Nogova, M. (2009). Which learning media do students prefer? In J. Rodriguez Rodriguez, M. Horsley, & S. V. Knudsen (Eds.), 10th International Conference on Textbooks and Educational Media (pp. 557-563). IARTEM: Santiago de Compostela. Staehr, L. J., & Byrne, G. J. (2011). Improving Teaching and Learning in an Information Systems Subject? A Work in Progress. The Journal of Issues in Informing Science and Information Technology, 8, 13-23.