Abstract
The rapid digitization of academic services in higher education aims to foster paperless and efficient operations. However, suboptimal website performance can create significant barriers to student engagement and satisfaction, particularly in developing countries. This study presents a comparative analysis of the digital service experiences of students at Dhaka University (DU) and National University (NU) in Bangladesh. Using a quantitative, cross-sectional research design, 455 students were surveyed to evaluate website architecture through constructs of perceived efficiency, technical usability, user satisfaction, and digital engagement. Results indicate a profound disparity between the two institutions. DU students reported high mean scores for perceived efficiency (M=4.26) and engagement (M=4.45), while NU students reported significantly lower scores (M=2.07 for efficiency; M=2.01 for engagement). The findings demonstrate that NU’s fragmented website structure, characterized by multiple URLs, generates "extraneous cognitive load," leading to severe user dissatisfaction. Furthermore, a strong inverse relationship was found between reliance on third-party intermediaries (computer shops) and direct digital engagement, with the effect being most pronounced among NU students (r = -0.84). This reliance on middlemen not only highlights an institutional "usage gap" but also forces students into risky privacy behaviors by sharing sensitive data. The study concludes that transitioning to a centralized, user-centric architecture is essential for enhancing educational equity and student security.
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