The three publically funded higher education institutions in the United Arab Emirates (UAE) have introduced one-to-one laptop programs; however, there is an absence of research on how this has made a difference in student attitudes towards electronic educational interaction that takes place between students and other students and between students and teachers. This quantitative casual-comparative study surveyed two groups (N = 203) of female UAE National students from the same cohort at two campuses of the Higher Colleges of Technology (Dubai Women's College and Sharjah Women's College) on their attitudes towards electronic educational interaction. The study consisted of one group (DWC) of students that were required to use a laptop as part of their studies, whereas the second group (SWC) were not. Using the learner adapted Unified Theory of Acceptance and Use of Technology (UTAUT) data were collected and analyzed with either a Mann-Whitney U test or Kruskal-Wallis H test. There was a statistically significant difference between the two campus cohorts on intention to electronically interact for educational purposes while outside of the classroom (z=−3.704, p= .000, DWC had an average rank of 88.43, while SWC had an average rank of 116.81). The findings of this study provide research based support for the introduction of laptop programs within public higher education institutions in the UAE, where previously, support was anecdotal. Considering the role technology has in the classroom, further study is required involving both gender of students and their attitudes towards electronic educational interaction. Further study is also recommended on teacher attitudes towards student use of technology in the classroom and the correlation this has on student attitudes to the use of technology.