International Journal of Educational

Science and Research (IJESR)

ISSN(P): 2249-6947; ISSN(E): 2249-8052
Vol. 6, Issue 2, Apr 2016, 35-42
TJPRC Pvt. Ltd.

EMPIRICAL ANALYSIS OF FACTORS AFFECTING E-TEXTBOOKS ADOPTION

J. K. L. POON1 & MIMMY M. C. KONG2
1
2

Hong Kong Community College, The Hong Kong Polytechnic University, Hong Kong SAR, China

Department of Management & Marketing, The Hong Kong Polytechnic University, Hong Kong SAR, China

ABSTRACT
Even though e-textbooks are often less expensive and have more enhanced features, adoption by college students
who are well-known for their technological savviness is surprisingly low. This study is conducted to investigate the significant
factors that affect the students behavioral intention to accept e-textbooks in a post-secondary context. Findings show that the
constructs namely Perceived Ease of Use, Perceived Usefulness, Cost Saving, Personal Innovativeness in Information
Technology, and Social Influence have relationships with students Behavioral Intention to Adopt e-textbooks. This study
validated the proposed model and the measurement scales therein. Scholars and faculty can use the findings facilitate the
successful implementation of e-textbooks in their courses and programs. Subsequently, students may benefit from the
significant financial and functional advantages of e-textbooks over the print version. Thus, their learning experience will be
enhanced.

Received: Jan 14, 2016; Accepted: Mar 08, 2016; Published: Mar 16, 2016; Paper Id.: IJESRAPR20165

INTRODUCTION
Despite the continuously changing pedagogical methods that are used in education over the decades, the
textbook has remained a vital resource that supports student learning in colleges and universities [14, 27]. In response to
the rapidly growing trend of electronic content, most of the publishers offer digitized versions (e-textbooks) of the vast
majority of their titles [11, 14, 20, 33].
Numerous studies on the use of e-textbooks report the primary potential benefits of e-textbook adoption. These
benefits include cost savings, convenience, portability, accessibility to a variety of platforms, and the integration of
features that are not possible in print books, such as audio and video, in-text linking, and full text searching [2, 16, 17].
Additionally, todays college students grew up with digital devices; most of them possess laptops, tablets, smart phones,
and other handheld devices [26]. They are more engaged with texting, wireless Internet use, and social networking.
Digital technology has pervaded every aspect of their lives, which include how they play, how they socialize, how they
communicate, and how they learn. Therefore, the use of e-textbooks is reasonably expected to quickly grow in popularity
in their post-secondary education. However, even though e-textbooks are often less expensive than print versions and
have more enhanced features, adoption by college students who are well-known for their technological savviness is
surprisingly low [19]. The report showed that in 2011, e-textbooks comprised only 3.4 percent of the global textbook
market place. Although an upward trend has been observed (0.5 percent in 2009 and 1.5 percent in 2010), e-textbooks
account for only a small fraction of the overall textbook market [22]. Thus, research on the significant factors that affect
the students behavioral intention to accept e-textbooks in a post-secondary context must be conducted.

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Original Article

KEYWORDS: E-Textbook, Tertiary Education, Intention to Adopt

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J. K. L. Poon & Mimmy M. C. Kong

E-TEXTBOOK STUDY IN HIGHER EDUCATION

E-textbooks are a relatively new phenomenon in post-secondary education. Several researchers have tried to
determine students acceptance of e-books or e-journals in libraries [21, 23]. Universities and colleges are starting to
explore the electronic formats of textbooks. As the use of e-textbooks is transitioning from an optional research tool to a
required textbook, an even greater understanding of the way in which students use and accept electronic texts is necessary
to ensure the positive and successful learning experience of students [14].
However, the review of studies on e-textbooks conducted in the past decade shows that only a few empirical
studies have investigated the effect of e-textbook design, individual and personality factors, and preference for e-textbooks
using one conceptual framework, and used this framework to investigate the effect of these elements and how these
combined factors affect the behavioral intention of students to accept e-textbooks. Therefore, this study undertakes a
quantitative study with a broader and comprehensive focus, and aims to contribute in filling the empirical gaps.
Particularly, this study examines the effect of Perceived Ease of Use, Perceived Usefulness, Cost Saving, Personal
Innovativeness in Information Technology, Social Influence, and Environmental Consciousness on students Behavioral
Intention to Adopt e-textbooks.

RESEARCH MODEL AND HYPOTHESES

Based on the literature, a research model with six antecedents, namely, Perceived Usefulness, Perceived Ease of
Use, Personal Innovativeness of Information Technology, Cost Saving, Environmental Consciousness, and Social Influence
is developed. The study proposes that these antecedents affect the students Behavioral Intention to Adopt e-textbooks.
Perceived Ease of Use, and Perceived Usefulness
The factors that influence the acceptance and rejection of new technologies have been of interest to scholars for
decades. The technology acceptance model (TAM) has been comprehensively used to understand why a user accepts a new
technology in educational settings for more than 25 years since its inception [7, 25, 34]. TAM is rooted in theory of
reasoned actions, which suggests that beliefs influence attitudes, and such influence affects intention and generates
behaviors [15]. In its simplest form, TAM focuses on two key factors: Perceived Ease of Use and Perceived Usefulness.
Perceived Ease of Use refers to the belief that the use of a particular technology is free from effort [5]. Perceived
Usefulness is defined as the degree to which a person believes that using a particular system would enhance his or her job
performance [31, p.448]. In the e-textbook learning context, the perception of students that the e-textbook is easy to use
and can enhance their learning performance will positively affect their adoption and future purchase. The relationships
among Perceived Ease of Use, Perceived Usefulness, and the Behavioral Intention to Adopt [5, 29, 30], which have been
long established in literature, are applied in the proposed research model.
H1
H2
H3

Perceived Ease of Use has a direct positive impact on Perceived Usefulness of e-textbooks.
Perceived Ease of Use has a direct positive impact on Behavioral Intention to Adopt etextbooks.
Perceived Usefulness has a direct positive impact on Behavioral Intention to Adopt etextbooks.

Personal Innovativeness of Information Technology (PIIT)

PIIT is defined as the willingness of an individual to try out new information technology. Previous studies have

Impact Factor (JCC): 4.3912

NAAS Rating: 2.72

Empirical Analysis of Factors Affecting E-Textbooks Adoption

37

explored the relationship between PIIT and technology acceptance. These studies revealed that individuals who possess
high levels of PIIT will develop higher positive perceptions of usefulness and ease of use, which in turn increase an
individuals intention to use the technology [32].
H4
H5
H6

Personal Innovativeness of IT has a direct positive impact on Perceived Usefulness of etextbooks.

Personal Innovativeness of IT has a direct positive impact on Perceived Ease of Useof etextbooks.
Personal Innovativeness of IT has a direct positive impact on Behavioral Intention to Adopt
e-textbooks.

Cost Saving
Numerous studies have identified cost saving as a crucial consideration in e-textbook adoption [9, 12]. Many
digital versions of textbooks are being sold for 20% to 50% below their list price. As e-textbooks cannot be resold, the
digital version must present a significant financial or functional advantage over the print version. A study reported that
students would be willing to buy an e-textbook if they save approximately 50% of the cost [4].
H7

Cost Saving has a direct positive impact on Behavioral Intention to Adopt e-books.

Social Influence
Social influence is defined as the perceived social pressure to perform or not perform a behavior [1, p. 188].
Although the use of e-textbooks might be considered voluntary under an academic environment, students perception on
ease of use and usefulness of e-textbooks as well as the desire to use the e-textbook may be influenced by people who are
important to them, such as peers and lecturers. Previous studies indicated that successful implementation of technology in
the classroom requires the support and encouragement of the professor [6, 18].
H8

Social Influence has a direct positive impact on Perceived Usefulness.

H9

Social Influence has a direct positive impact on Perceived Ease of Use.

H10

Social Influence has a direct positive impact on Behavioral Intention to Adopt e-textbooks.

Environmental Consciousness
In contrast to print textbooks, which are re-usable, e-textbooks do not require materials, such as paper and ink to
make unlimited copies [24]. As the widespread adoption of e-textbooks could result in the reduction of the environmental
tolls of textbook production [4, 8], people with high environmental consciousness are more likely to engage in proenvironmental behavior [15]. Chu [3] found that saving trees was one of the reasons associated with using e-textbooks.
Hence, students who have high environmental consciousness would likely have a higher preference for the adoption of etextbook.
H11

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Environmental Consciousness has a direct positive impact on Behavioral Intention to Adopt

e-books.

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J. K. L. Poon & Mimmy M. C. Kong

RESEARCH METHODS
Participants
This study uses a convenience sampling method to collect data. The participants in this study are business
students of a leading community college situated in Hong Kong. Participation in the survey is voluntary and anonymity is
guaranteed. A total of 267 copies of the questionnaire were distributed to the students in the 2014 2015 academic year;
258 usable questionnaires were collected for the subsequent data analysis, yielding a response rate of 97 percent.
Data Analysis
SPSS and PLS, were used in data analysis. PLS works particularly well with non-normal data, a small sample
size, and in the testing and path analysis of structural models [10]. The data analysis procedure in this study consisted of
two stages: confirmatory factor analysis, which was performed to assess the measurement model; and structural equation
modeling analysis, which was used to examine the overall relationships among the constructs.

RESULTS
Analysis of Measurement Model
Factor analysis was conducted to examine measurement convergence and discriminant validity of the measurement model.
The results suggest acceptable convergence and discriminant validity of the measurement.
Structural Model
Structural equation modeling (SEM) was performed to test the fit between the research model and the collected
data. The results indicate that the structural model is acceptable and capable of performing the parameter analysis.
Hypothesis Testing
Hypothesis tests were conducted to confirm the presence of a statistically significant relationship in the predicted
direction [10]. The results of structural model testing are presented in Table 1 and Figure 1.
Table 1: Hypothesis Testing Results
Hypothesis
H1
H2
H3
H4
H5
H6
H7
H8
H9
H10
H11

Causal Path
PEOU -> PU
PEOU -> IA
PU -> IA
PIIT -> PU
PIIT -> PEOU
PIIT -> IA
CS -> IA
SN -> PU
SN -> PEOU
SN -> IA
EC -> IA

Impact Factor (JCC): 4.3912

Path Coefficient
0.359852**
-0.02484
0.432961**
0.108766*
0.323949**
0.188278**
0.169919**
0.354476**
0.315506**
0.093958
0.051131

T Value (>1.64 =
Significant)
5.412035
0.39256
6.172422
1.932151
4.620528
3.016542
2.605355
6.46004
4.623252
1.534683
0.732518

Result
Supported
Not supported
Supported
Supported
Supported
Supported
Supported
Supported
Supported
Not supported
Not supported

NAAS Rating: 2.72

Empirical Analysis of Factors Affecting E-Textbooks Adoption

39

Figure 1: Path Coefficients of the Research Model

CONCLUSIONS AND DISCUSSIONS

Motivated by the growing importance and popularity of e-textbooks in colleges and universities and the intention
to address the gap in empirical research, this study evaluates the relationships among Perceived Ease of Use, Perceived
Usefulness, Cost Saving, Personal Innovativeness in Information Technology, Social Influence, and Environmental
Consciousness on students Behavioral Intention to Adopt e-textbooks. The results support the reliability and validity of
the measurement model. Findings show that eight hypotheses (H1 and H3 H9) are statistically supported. The findings are
consistent with the literature.
However, the results also show that three hypotheses (H2, H10, and H11) are not statistically supported.
Perceived Ease of Use has an indirect relationship with students Behavioral Intention to Adopt e-textbooks. Although the
direct effect of Perceived Ease of Use on students Intention to Adopt e-textbooks (H2) does not exist, the indirect effect of
Perceived Ease of Use through Perceived Usefulness is established (H1). This finding implies that students will not adopt
e-textbooks for the sole reason of ease of use. Their main concerns are whether the e-textbooks are useful, can help
improve their academic performance, and enhance their learning effectiveness. The result is consistent with the literature.
The study of [13] found that whether or not the technological product is easy to use, it can be abandoned if users cannot
find any essential use or function of the device.
Social Influence has an indirect relationship with students Behavioral Intention to Adopt e-textbooks. The finding
is similar to that obtained by [29]. They found that social influence does not affect the intention to use a new technology,
particularly in a voluntary situation.
The findings show that the Environmental Consciousness does not affect Behavioral Intention to Adopt etextbooks. A similar result is reported by [28].
The theoretical implications of this study are as follows. First, this study shows that successfully the adoption of a
holistic approach by extending the technology acceptance model (TAM) to investigate the effects of Perceived Ease of
Use, Perceived Usefulness, Cost Saving, Personal Innovativeness of Information Technology, Social Influence, and
Environmental Consciousness on students Behavioral Intention to Adopt e-textbooks can be successful. Second, this study
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J. K. L. Poon & Mimmy M. C. Kong

demonstrates the successful use of established constructs for the measures of both dependent and independent variables.
Thus, this study contributes to the literature through the validation of the model and the measurement scales therein. Third,
this study provides empirical evidence for the causal relationship between these constructs. Fourth, the survey was
conducted with college students in Hong Kong as respondents, which addresses the lack of similar empirical studies in the
literature.
This study also contributes to practice. The findings provide better understanding on factors that affect students
behavioral intention to adopt e-textbooks. Thus, scholars and faculty may use the study to facilitate the successful
implementation of e-textbooks in their subjects and programs. Subsequently, students may benefit from the significant
financial and functional advantages of e-textbooks over the print version. Thus, their learning experience will be enhanced.
Moreover, the findings provide insights and directions to textbook publishers in formulating appropriate business plans,
effective pricing strategies, and content and feature designs of e-textbooks.

LIMITATIONS AND FUTURE STUDY

First, the applicability of the findings of this study is limited to business students studying in Hong Kong at a subdegree level. Future research should be extended by involving business students of different regions and non-business
students. In addition, future research should investigate if a significant difference will arise in their findings. Second, the
present study is a cross-sectional research. Thus, a longitudinal study must be conducted to obtain more information on the
causal relationships among the constructs. Finally, students learning experience and academic performance when using etextbooks should be investigated.

ACKNOWLEDGEMENTS
We would like to acknowledge the Hong Kong Community College for sponsoring the presentation of this paper.
This work was also supported by a grant (code: EZ34) from the College of Professional and Continuing Education,an
affiliate of The Hong Kong Polytechnic University.
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Impact Factor (JCC): 4.3912

NAAS Rating: 2.72