Abstract
Companies produce increasing numbers of textbooks in electronic format (e-textbooks) for use by students and instructors. One would be remiss, however, to think that university bookstores are not filled with hard copies of textbooks; many students and instructors still insist on using traditional paper copy textbooks. Many models exist to explain the factors that influence whether users adopt new technologies. The majority of this research, however, focuses on a single user group or isolated new technologies in the academic domain, such as learning management systems or digital video tools. The study extends the Task-Technology Fit (TTF) model to explore how both students and instructors use e-textbooks. New items were added to existing constructs of access, task technology fit, and perceived ease of use. The authors propose a new model and test the impact of perceived ease of use, access to technology, and the task technology fit on performance by both students and instructors. The results of factor analysis and structural equation modeling are reported.
Highlights
One of the first universities that conducted surveys, interviews, and focus groups on e-Textbooks in and out of the classroom was Indiana University
notes and highlights of fellow classmates (New) items were added to existing constructs of access, task technology fit, and perceived ease of use
This work adds to the body of research on the Technology Acceptance Model and TaskTechnology Fit, and furthers the relatively newer research of e-Textbook usage
Summary
One of the first universities that conducted surveys, interviews, and focus groups on e-Textbooks in and out of the classroom was Indiana University. In 2010, Indiana University conducted a series of studies investigating e-Textbook usage with undergraduates, graduates, and instructors in different departments. They found that students thought the e-Textbook was easy to use, and claimed they read more of the book when using the e-Textbook. Instructors did not expect the students to read the textbook and did not use it to its full teaching potential. Indiana University’s (2012)’s findings suggest that students do not annotate and highlight because instructors do not model this behavior. They claimed that an engaged instructor is critical
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