{"title":"E-book acceptance by first-year undergraduate students: A longitudinal examination and implications for library researchers","authors":"Marek Nahotko, Marek Deja","doi":"10.1016/j.acalib.2024.102847","DOIUrl":null,"url":null,"abstract":"<div><p><span>This paper presents the findings of a seven-year longitudinal survey conducted from 2016 to 2022, examining e-book acceptance among first-year undergraduate students in the information management<span> program. Targeting students who were new to their educational journey and had minimal exposure to academic contexts, the study used convenience sampling to gather data from 301 participants. Employing the Technology Acceptance Model (TAM), we assessed four dimensions of e-book acceptance: Perceived Usefulness, Perceived Ease of Use, Attitude Towards Using, and Behavioral Intention to Use </span></span><em>E</em><span>-books. A Confirmatory Factor Analysis (CFA) validated these dimensions, indicating a robust model applicable to a broader undergraduate student population. The results highlighted strong interrelations among these factors, with significant implications for academic librarians. Notably, from their initial exposure, students associated e-books primarily with a source of new information, rather than as a time-saving tool. Although e-books were perceived as easy to use, this aspect did not strongly influence students' attitudes and intentions to use them as much as their perceived usefulness did. The study reveals that students, particularly in social sciences, have long viewed e-books as a vital technology for exploratory knowledge acquisition. While they perceive e-books as easy to use, this perception likely stems from their habitual use for managing learning activities, rather than from recognizing any added value of the technology itself.</span></p></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Academic Librarianship","FirstCategoryId":"91","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0099133324000089","RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"INFORMATION SCIENCE & LIBRARY SCIENCE","Score":null,"Total":0}
引用次数: 0
Abstract
This paper presents the findings of a seven-year longitudinal survey conducted from 2016 to 2022, examining e-book acceptance among first-year undergraduate students in the information management program. Targeting students who were new to their educational journey and had minimal exposure to academic contexts, the study used convenience sampling to gather data from 301 participants. Employing the Technology Acceptance Model (TAM), we assessed four dimensions of e-book acceptance: Perceived Usefulness, Perceived Ease of Use, Attitude Towards Using, and Behavioral Intention to Use E-books. A Confirmatory Factor Analysis (CFA) validated these dimensions, indicating a robust model applicable to a broader undergraduate student population. The results highlighted strong interrelations among these factors, with significant implications for academic librarians. Notably, from their initial exposure, students associated e-books primarily with a source of new information, rather than as a time-saving tool. Although e-books were perceived as easy to use, this aspect did not strongly influence students' attitudes and intentions to use them as much as their perceived usefulness did. The study reveals that students, particularly in social sciences, have long viewed e-books as a vital technology for exploratory knowledge acquisition. While they perceive e-books as easy to use, this perception likely stems from their habitual use for managing learning activities, rather than from recognizing any added value of the technology itself.
期刊介绍:
The Journal of Academic Librarianship, an international and refereed journal, publishes articles that focus on problems and issues germane to college and university libraries. JAL provides a forum for authors to present research findings and, where applicable, their practical applications and significance; analyze policies, practices, issues, and trends; speculate about the future of academic librarianship; present analytical bibliographic essays and philosophical treatises. JAL also brings to the attention of its readers information about hundreds of new and recently published books in library and information science, management, scholarly communication, and higher education. JAL, in addition, covers management and discipline-based software and information policy developments.