Understanding acceptance of dedicated e‐textbook applications for learning

Abstract

Purpose The prevalence of information technology (IT) has been introducing new trends into learning modalities spurring dedicated e‐textbook applications for learning. However, there is only a limited understanding of what factors drive university students' attitudes/willingness to use the new devices for learning. Hence, this study attempts to investigate what factors drive university students to use dedicated e‐textbook applications for learning. Design/methodology/approach By integrating previous theories such as the technology acceptance model (TAM), innovation diffusion theory (IDT), and convenience in the form of an integrated model, this study presents a causal model that explores the influence of technological, intrinsic, and extrinsic factors, i.e. convenience, compatibility, enjoyment, usefulness, on university students' attitudes towards using dedicated e‐textbook applications for learning. Findings The results of this study suggest that perceived usefulness, convenience, compatibility, and perceived enjoyment all significantly contribute to dedicated e‐textbook application acceptance. Research limitations/implications The present research clearly portrays drivers for acceptance of dedicated e‐textbook applications for learning among university students which would be an important topic for current and future research. Practical implications The study's findings outline and describe how the dominant factors affect university students' attitudes towards adoption of dedicated e‐textbook applications for learning. By considering extrinsic, technological, and intrinsic factors, such as usefulness, convenience, compatibility, enjoyment, in the stage of product development, practitioners can provide well‐accepted dedicated e‐textbook applications for potential users. Originality/value These findings would facilitate development of a more robust understanding of university students' attitudes toward using dedicated e‐textbook applications for learning. It also might assist practitioners developing innovative e‐textbook applications as well as provide directions for researchers interested in developing and testing theories pertinent to e‐textbook applications.

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