Purpose. The purpose of this quantitative research study was to examine the factors that influence students’ intentions to continue to use digital texts. Specifically, the purpose was to investigate what impact the external factors of instructor modeling and instructor expectation to use had on the intention to continue to use digital textbooks as well as how the internal factors of perceived ease of use, perceived usefulness, and satisfaction with the digital textbook impact students’ intentions to continue to use digital textbooks.
Theoretical Framework. The theoretical framework for this study is the Technology Adoption Model (TAM). This user acceptance model was developed by Fred Davis (1986) and is used extensively to provide an understanding of user acceptance processes as well as theoretical insights into the design and implementation learning technology.
Methodology. This study used a quantitative, cross-sectional survey instrument based on the E-Book Adoption Scale (Jin, 2014b), an instrument that was tested for reliability and validity using a Cronbach’s alpha test.
Findings. Students’ perceived ease of use and usefulness of the digital text predict student satisfaction with the digital text. Students whose instructors did not provide resources for using a digital text were more likely to be satisfied with the digital version of the textbook yet, there is no significant relationship between instructor expectations and intervention to students’ intentions to continue to use digital textbooks.
Recommendations. The ease of use of a digital interface is the aspect most likely to impact student satisfaction. College student purchasing patterns of digital texts are significantly influenced by the perceived ease of use of the text and the perceived usefulness of the text. Perceived ease of use is related to the interface of the text. Publishers who clearly apply this field of research to their product development will provide digital texts that students are more likely to be satisfied with and to adopt as a preferred learning platform. Institutions that develop support systems to help their faculty members make the most of the digital features of the texts will better support students.
|Commitee:||Dahlstrom, Eden, Redman, Donna|
|School:||University of La Verne|
|School Location:||United States -- California|
|Source:||DAI-A 79/02(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Educational technology, Higher education|
|Keywords:||Digital learning, Digital textbooks, Instructor annotations, Instructor modeling, Social norms, eTexts|
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