Young people often prefer short video presentations and practical demonstrations instead of reading long texts. On the other hand, university textbooks contain long and demanding text similar to scientific monographs, which can discourage many students from studying in depth. This paper presents an analysis of the use of an electronic interactive textbook in developmental psychology over a year and a half of its use. It quantifies the extent to which readers of this textbook in the online space take advantage of the various learning opportunities offered by the textbook. The textbook contains 66 links (for the print version of QR codes) leading to linked videos and supplementary literature, colorful excerpts of content (theoretical, applied, case examples, reflection questions, research findings as well as test questions). In the empirical part, we observe the use of the options provided by the textbook, the frequency of links to additional text or video content, the rate of use of online knowledge tests. 129 first-year undergraduate students evaluated the use of an online interactive textbook and its ability to provide enhanced learning opportunities. The paper analyses the needs and expectations of young people from the online textbook. The paper analyses young peoples needs and expectations of the online textbook is part of the research grant KEGA 035UK-4/2022 Psychological education for non-psychologist professions: methodological and content support.

interactive e-textbook, expectation from textbooks, online tools, measuring click-throughs, analysis of independent use of tests