Structural Relationships between Variables of Elementary School Students' Intention of Accepting Digital Textbooks.

Abstract

The purpose of this study is to explore variables affecting the acceptance of digital textbooks in the elementary school environment and provide basic information and resources to increase the intention of acceptance. Based on the above research purposes. Surveys were conducted using Google Docs targeting randomly selected elementary school students using digital textbooks. In this study, we used the measurement instruments used in the previous study, after revising according to the research environment, to measure the self-efficacy in using digital textbooks, subjective norms, observability, perceived ease of use, perceived usefulness, and intention of acceptance. We used item parceling to avoid model misspecification and AMOS 20.0 for statistical analysis. The research results were as follows: first the observability and self-efficacy in using digital textbooks affected the perceived ease of use but subjective norms had no effect. On the other hand, the result that subjective norms do not affect the perceived ease of use is different from our initial hypothesis but is consistent with previous research by Oak (2013). Second, the results of investigating the effects of efficacy in using digital textbooks, subjective norms, observability, and perceived ease of use on perceived usefulness, self-efficacy in using digital textbooks, subjective norms, and perceived ease of use, affected perceived usefulness but observability did not provide significant effects. Third, the elementary school students ’ perceived usefulness significantly affected the intention of accepting digital textbooks. The results are consistent with previous studies (Davis et al., 1989; Kang & Kim, 2013), suggesting that the more students utilize digital textbooks and believe that a digital textbook is helpful to increase learning outcomes, the more easily they are able to accept digital textbooks.

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