ebook research

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Business Research ReportThai International Students attitudes towards reading E-Books: A

Statistical Analysis of the Prevalence of E-Books as Educational

Tools amongst international students


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BUSN 6140 Business Research BUSINESS RESEARCH REPORT

Table of Content

Abstract 2

Introduction 2Research Objective 5

Literature review 5

- The Model 9

Hypotheses development 10

Research methodology 12

- Sample Plan and Size

- Questionnaire Design

- Data Collection

Data Analysis 12

- Limitations 25

- Further studies 25

- Recommendation 26

Reference 28

Appendices 30

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Abstract

The trends of digital reading are driven by the advanced continuous development of the

worlds information technology system and devices. Digital reading devices are likely to evolve into

multi-function platforms, driven by the trend of digital convergence. Thailand, as a developing nation,

the prevalence of electronic reading amongst the populace is significantly lower than in its moredeveloped neighbors such as Japan and Taiwan. Thus, this paper aims to quantify middle to upper

class Thai international students interest in using E-Books, and ability to successfully manipulate e-

materials. Once reader interest and usability are assessed this paper will aim to determine whether

international schools can benefit financially from such a change in materials. The paper concludes

with the discussion of managerial implications and offers recommendations to the International

Institutions in Bangkok.

Introduction

E-Books are digitized, electronic books. They can be purchased at almost all popular book

stores, directly from publishers and through the internet. They enable the quick dissemination of

information and are being utilized by international organizations such as the United Nations to

distribute valuable statistics efficiently. E-Books can be read on specific eBook readers such as the

Kindle by Amazon as well as on PCs, tablets and mobile devices such as Apples IPAD. From a

consumers perspective, e-readers represent a form of smart reading. In the space that a comparably

sized print book needs, an e-reader can potentially contain thousands of e-books, limited only by its

memory capacity. It is much lighter, faster, and more convenient to transport. With e-books, users can

quickly and easily access the internet and download information when traveling (Lai, Chang, 2010).

Furthermore, E-books can improve the reading experience by providing access to a wealth of

information or to richer forms of parallel information through built-in dictionaries, hyperlinks, and

text-to-speech functions (Renner, 2008). These traits convenience (the ability to use it anywhere

and anytime), compatibility (approximating the book experience), and media richness (hyperlinking)

represent potentially important determinants of user willingness to be explored in this study.

Additional advantages of e-books include their stand-alone capability (no computer required), fast

downloading, thin cases, large storage capacity, and access by either wired or wireless internet. Given

the growing importance of digital reading, digital reading devices are likely to evolve into multi-

function platforms, driven by the trend of digital convergence. Digital content providers must thus

consider both technological issues and the behavior of the users.

Although E-Books are not a new phenomenon, their popularity has only increased in the last

decade (Flood, 2012). Introduced in the early 1970s E-Books struggled for almost thirty years to gain

a foothold in the publishing market. E Readers were difficult to use, could not take notes and the lack

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of ematerials made them highly inefficient. Recent changes in E-Book readers though, which allow

students to bookmark, take notes, read several E-Books simultaneously and access the internet have

led to a surge in E-Book sales since the year 2000. E-books are beneficial to governments, individuals

and publishers alike. For readers E-Books allow easy access to diverse sources as well as almost live

access to news and statistics worldwide. For governments E-Books may allow a greater percentage of their populations access to education. As E-Books can have a significant impact on the cost of

education their usage can make education more widely available to individuals of different social

classes as well as to poorer nations which cannot afford paper based textbooks for all of their students.

For publishers E-Books offer the chance to maintain higher diversity without concern for in store

inventory (Doiron, 2011).

As this study will examine E-Book usage in Thailand an examination of the local Thai E-

Book market in general will form the context for this study. As a developing nation, the prevalence of

E-Book readers amongst the populace is significantly lower than in its more developed neighbors

such as Japan and Taiwan. Furthermore a lack of statistical information on E-Book usage has made

few if any posed to predict trends in the local eBook market. Yet the Thai governments surprising

recent decision to begin replacing paper based textbooks with e-books is a groundbreaking financial

decision that may save the Thai taxpayers billions of baht (Boonnoon, 2010). Utilizing a 67 million

baht investment to purchase tablets from China for all governmentally schooled elementary school

students, the Thai government seeks to save more than 50% of their current textbook budget

recouping the initial investment within the first five years. Yet the lack of understanding of the Thai

education market, due to a lack of significant analysis of students E-Book habits, have left many

questioning whether the governments new program will succeed. Unfortunately E-Book usage in

educational institutions worldwide has remained low, with few if any schools replacing textbooks

with E-Books. As a progenitor in the field, Thailand may prove to be the worlds test case. Yet

opponents concerns about the efficacy of E-Book usage in schools include:

1. Will students use their tablets for non-educational purposes?

2. How quickly will students be able to become proficient in E-Book usage?

3. Will E-Books be widely available in multiple languages?

To address these concerns will require a significant longitudinal study on E-Book usage as

well as test studies in representational schools. Irregardless of the growing diversity of materials, the

low cost of purchase and the increased usability of E-Readers will ensure that E-Books will continue

to gain prominence throughout the world.

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Research Objective

As international schools are unrestricted by the Thai ministries recent decision to replace

paper based books with E-Books, it must respond to the needs of their high paying students. This

paper aims to quantify middle to upper class Thai international students interest in using E-Books,

and the ability to successfully manipulate E-Materials. Once reader interest and usability are assessedthis paper will aim to determine whether international schools can benefit financially from such a

change in materials.

Literature review

Due to a dearth of research on the prevalence of eBook usage, a substantial literature review

will be difficult. As the history of the eBook has been clearly delineated by several authors, and its

usage in certain test countries such as Japan, England and the United States has been briefly studied,

the literature review will focus on this history and these nations. Unfortunately no significant research

has been conducted on developing nations, making an analysis of eBook usage in the developing

world almost impossible. The eBook was first used in 1970. Due to lack of efficient eBook readers,

few utilized them. Since the year 2000, though, eBook usage has increased exponentially. Although

first gaining prominence for novels, comics and other leisure reading, its usage by credible

organizations such as the World Trade Organization (WTO), United Nations and most governments

worldwide has increased peoples usage of this medium for academic purposes and education. As

eBook readers have improved, E-Books have gained many advantages over paper based books

(Ballhaus, 2011). According to Schilit (1999), E-Books have six main advantages over paper based

books:

(1) distribution;

(2) mobile information access;

(3) organizing;

(4) searching

(5) filtering; and

(6) supporting different modes of reading.

Schilits findings were supported by a similar studies conducted by Cox and Ormes (2001)

and Burk (2001) which argued that e-books are more beneficial than paper based books not only for

readers but for publishers as well as they have no limitation on environment for readers, faster

publishing speed, lower publishing costs, larger storage capacity, and interactive feedback between

authors and readers.

In order to assess readers interest and usage capabilities this study will examine the effect of six

constructs on the dependent variable namely users intent to use E-Books. These six constructs includemedia richness (MR), convenience, defined as the easy, fast access to information, perceived ease of

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use (PE), perceived usefulness (PU), compatibility(CM) defined as suitability to ones lifestyle-easy

to transport, and high storage capability, and perceived barriers (PB). These constructs have been

chosen because of their proven success in testing user acceptance of new technology. Developed by

Davis et al. (1989), the Technology Acceptance Model (TAM) has been used to evaluate computer

usage behavior. According to TAM perceived usefulness (PU)-defined as the degree to which a person believes that using a particular system would enhance his or her job performance and

perceived ease-of-use (PE) the degree to which a person believes that using a particular system

would be free from effort are the two main factors influencing a users decision to try a new

technology or replace an existing technology with a new one. Tam based studies have provided

substantial evidence supporting the idea that PE and PU have a significant impact on users decision

to implement new technology. For example in virtual worlds (Fetscherin and Lattemann, 2008), e-

commerce (Bosnjak et al., 2006; Gefen et al., 2003; Gefen and Straub, 2000; Plouffe et al., 2001),

digital libraries (Hong, 2002), broadband internet (Oh et al., 2003), Web 2.0 (Shin and Kim, 2008),

and virtual communities (Lin, 2006) both PE and PU proved strong indicators of the upcoming

technologies future success. Furthermore empirical support for the influence of PEOU and PU has

been demonstrated in the context of e-learning (Chiu and Wang, 2008; Lee, 2006; Rocaa and Gagne

b, 2008), which can be used as a strong indicator for the success of E-Books since users may use

dedicated e-book readers for reading or learning. The compatibility with the users lifestyles or the

convenience of use are additional strong indicators for the success of technology. In a rapidly

changing world in which multi-tasking has replaced focused singular activities, technologies are

judged on their ability to increase an individuals ability to multitask and to lower the amount of time

required by a task. According to Berry et al., 2002 and Seiders et al., 2000, 2007 the time spent by

consumers when making purchases can be viewed as an investment or a cost and plays an important

role in consumer perceptions of the convenience of a service. If waiting occurs it constitutes a loss of

time and may be construed as psychological suffering by consumers. Not only the ability to access

several E-Books simultaneously but the ease with which users gain access resources such as

dictionaries and translators and the internet should positive effect users experience and purchasing

patterns. An examination of similar time saving technologies such as the internet, wireless

communication technologies and other value-added services developed from mobile business shows

that their convenience ensures stable growth and consistent market share. According to Mueller-

Veerse (2000) seven characteristics of mobile value-added services add to their growth potential and

market stability including:

(1) ubiquity;

(2) availability;

(3) security;

(4) convenience;

(5) location;

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(6) instant connectivity; and

(7) personalization.

Such compatibility and convenience extends beyond the readers use of E-Books. Convenience of

purchase further adds value to E-Books which can be purchased online which makes then alwaysavailable. Overall, these functions and services can increase users perceptions of convenience

towards e-book readers, in turn affecting their perceptions of E-Books usefulness and subsequently

the readers intention to use. The interrelatedness of user compatibility/convenience, PEU and PU is

the key reason that to interpret these factors will require multivariate analysis. Such

interconnectedness has been supported by studies such as Chau and Hu (2001) whose examination of

the adoption of long-distance medical technologies by professional medical personnel found that

compatibility has a strong impact on perceived usefulness. Another study by Oh et al. (2003) showed

that compatibility is strongly correlated with users perceived ease of use in the context of broadband

internet. Further studies on mobile technologies by Wu and Wang (2005) found that there was a direct

causal relationship between users intention to use a product, the PEU and compatibility.

Another construct, Media richness/Information richness has been defined by Daft and Lengel (1984)

as the ability of a communication medium to reproduce the information sent over it, and the ability

of information to change individuals understanding in a given period of time respectively. Another

definition offered by Dennis and Kinney (1998) argue that media richness refers to the immediacy of

feedback and multiple cues. The faster, more accurately the information can be expressed the higher

the informations richness. (Daft and Lengel, 1984). Daft and Lengel (1986) later expanded on their

ideas in their Media Richness Theory which locates the connection between information richness and

media in the capacity of media to convey rich information. Media with greater richness can convey

greater amounts of information, as well as reduce uncertainty and vagueness in communication. Such

richness has been reflected in recent technology as the ability of the technology to process several

different tasks, as well as its ability to express and clarify uncertain information. As E-Books allow

for the rapid dissemination of information, provide users with the ability to access multiple sources of

information in a highly organized digestible format increasing the geographical distance and

communication of information they have a high media richness. As such a direct correlation between

users perception of E-Books media richness and their interest in purchasing the product can be

detected. Media richness also has an effect on the usersPEU whose interrelatedness will be further

explored in this study. According to Boehlefeld (1996) differences in methods of information

expression in different media, when understood, increase the efficiency of such media in turn helping

people to understand how to use such media. Furthermore, Lim and Benbasat (2000) also observed

that media richness is positively correlated with perceived usefulness. As e-book readers represent a

new type of electronic media in which content is delivered over wireless or wired internet and their

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users believe that an e-book reader is capable of delivering rich information or content a positive

relationship between media richness and users PEU may exist. Hence, media richness should affect

users perceptions of usefulness and their intention to use e-book readers. Perceived barriers include

all factors which hinder the use of E-Books(Nelson, 2008). Such factors include those factors which

make it more difficult for students to gain access to E-Books or to successfully manipulate them. Themost clearly delineated barrier is the lack of use of E-Books in the Thai international school system.

As schools are still predominantly using paper based textbooks students are encouraged by their

schools, and have financial motivation (schools provide paper based textbooks free of charge but not

E-Books) to continue to utilize paper based textbooks. This is further exacerbated by the lack of

instruction in the use of E-Books in Thai International schools. Students must themselves learn to

utilize eBook technology, find and purchase the needed materials and cope with differences between

the paper based books used and school and their own E-Books. According to a recent study by

EILEEN WOOD & JULIE MUELLER, Wilfrid Laurier University, Waterloo on Teachers

Perceptions: barriers and supports to using technology in the classroom the largest barriers to the

utilization of new technology in the school are teachers lack of comfortability with the new

technology, a lack of proper integration by the schools into the curriculum and a lack of proper

instruction on how to manipulate the new technology. As such these barriers are a significant factor

for students when they anticipate their intended usage of E-Books.

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Research model

Independent Constructs:

1. Perceived Usefulness (PU)

2. Media Richness (MR)

3. Perceived Ease of Use (PE)

4. Compatibility with lifestyle (CM)

5. Perceived barrier (PB)

6. Convenience (CN)

Dependent Variable: Frequency of Use of E-Books/ Intended Frequency of Use of E-Books

For the purpose of this study media richness will refer to the students perception of their

ability to access diverse materials more efficiently than with paper based materials. Perceived

barriers will include the lack of access to E-Books or the lack of usage of E-Books in their

schools. As all of the students surveyed were middle to upper class financial constraints will

not be considered. Ultimately the study will examine the effect of the six constructs on the

usage frequency and intended usage frequency of E-Books. A rotational component will

matrix will be used to reduce the constructs and examine any correlations between them.

Lastly a two way Anova test will be carried out to ascertain whether demographics such as

gender and age effect the correlations between the reduced constraints and the intended

frequency of use. Usage frequency and anticipated usage frequency will be adopted as a

measure of both students interest and their comfortability with the technology of E-Books.

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Hypothesis

Perceived Ease of Use (PEU)

Null Hypothesis:Students interest in, ability to use and purchasing decisions concerning E-Books will not be affected

by their perceived ease of use.

Alternative Hypotheses

Students interest in, ability to use and purchasing decisions concerning E-Books will be affected by

their perceived ease of use.

Perceived Usefulness

Null Hypothesis:

Students interest in, ability to use and purchasing decisions concerning E-Books will not be affected

by their perceived usefulness.



their perceived usefulness.

Media Richness

Null Hypothesis:


by their perception of E-Books media richness.



their perception of E-Books media richness.

Compatibility

Null Hypothesis:


by their perception of E-Books compatibility with their lifestyles.


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their perception of E-Books compatibility with their lifestyles

Convenience

Null Hypothesis:


by their perception of the convenience E-Books afford.



their perception of the convenience E-Books afford.

Perceived Barriers

Null Hypothesis:


by their perception of the barriers to their use of E-Books.



their perception of the barriers to their use of E-Books.

ANOVA

To test the effect of demographics on the intended frequency of use of E-Books a two way ANOVA

test will be conducted to demonstrate the effects of gender and age on the participants. Financial data

will not be examined as it was used solely to limit the group not as a tested variable. Furthermore

students majors will not be considered as there was not enough consistency that is there were not

enough students in each major to be statistically significant.

Hypothesis 1

o Null hypothesis: Gender has no effect on students' frequency and intended frequency

of use of E-Books.

o Alternative hypothesis: Gender has an effect on students' frequency and intended

frequency of use of E-Books. Hypothesis 2

o Null hypothesis: Age has no effect on students' frequency and intended frequency of

use of E-Books.

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o Alternative hypothesis: Age has an effect on students' frequency and intended

frequency of use of E-Books. Hypothesis 3

o Null hypothesis: There is no interaction between students' gender and age to the

frequency ad intended frequency of use of E-Books. That is, the effect of all

constructs on the students frequency of use and intended frequency of use of E-

Books is the same for all ages and genders.

o Alternative hypothesis: There is interaction between students' gender and age to the

frequency ad intended frequency of use of E-Books. That is, the effect of all

constructs on the students frequency of use and intended frequency of E-Books is

different for all ages and genders.

Methodology:

Sample Plan and Size

The sample size is 150 students who attend international school in Bangkok. The ages ranged

from 13-22, with students studying either in high school, college or graduate school. Out of the

sample collected, 47% were male and 53% were female with students chosen using stratified

sampling to ensure an a higher proportion of students under age 22, and an even proportion of college

and graduate students.

Questionnaire Design

Both a qualitative and a quantitative approach is used in this research. A questionnaire is divided into

2 main parts. Parts A will be composed of multichotomous and dichotomous questions, and Parts B

will utilize the six-point Likert scales with anchors as Strongly Disagree, Disagree, Less Likely

Disagree, Less Likely Agree, Agree, and Strongly Agree. A Likert scale will be utilized to

measure students attitudes. Parts B will be composed of 23 items comprising six dimensions

perceived usefulness, perceived ease of use, convenience, compatibility, media richness, and

perceived barriers to the use of E-Books. Questions will be varied and repeated to ensure continuity of

response. Students will be surveyed concerning their gender, employment, school majors, native

language and main reading language in order to form a qualitative assessment of the market. Financial

data will be collected to ensure that all participants are middle to upper class.

Data CollectionTARGET GROUP

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The target group of the research is students at International Education Institutions in Thailand

including Mahidol, Chulalongkorn, Thammasart, Asumption University (ABAC), Sasin Graduate

School, Stamford, etc. Students have been chosen to be the focus of the study for several reasons:

1. Students are the fasting growing segment of the population to read E-Books

2. Students are the second most likely segment of the population to try new technologies after

computer workers.

3. Educational materials in eBook format will be utilized primarily by students

4. The financial decisions of international schools are most largely affected by their students

preferences

5. International students are the most likely segment of the Thai population to read in English,

the primary language in which E-Books are published

Data Analysis

The sample group is composed of students, all of whom study in English. While 60% of the students

are native Thai speakers, 66% read e-books only in English. The group is divided into three age

segments with 41.3% in the under 22 age group, 38% in the 23-34 age group and 20% in the over 34

age group. A larger percentage of those surveyed have been chosen in the younger group as it

represents the group most likely to utilize new technology and the schools with the biggest financial

incentive to switch from paper based to etextbooks. As all of those surveyed are students as their

primary occupation, the information collected on employment status and salary demonstrate a higher

unemployment rate and lower salary base than would be expected for middle to upper class

individuals. Many of those surveyed expressed that they still reside at home or receive an allowance

from their parents which compensates for their unemployment or lower salary and will still make it

possible for them to purchase e reading materials.

Native Language

Frequenc

y Percent

Valid

Percent

Cumulative

PercentValid English 23 15.3 15.3 15.3

Thai 90 60.0 60.0 75.3other 37 24.7 24.7 100.0Total 150 100.0 100.0

The main language(s) you e-read inFrequenc

y Percent

Valid

Percent

Cumulative

Percent

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Valid English 99 66.0 67.3 67.3Thai 30 20.0 20.4 87.8other 18 12.0 12.2 100.0Total 147 98.0 100.0

Missing System 3 2.0

Total 150 100.0

Age

Frequenc

y Percent

Valid

Percent

Cumulative

PercentValid under 22 62 41.3 41.6 41.6

23-34 57 38.0 38.3 79.9above 35 30 20.0 20.1 100.0Total 149 99.3 100.0

Missing System 1 .7 Total 150 100.0

Employment Status

Frequenc

y Percent

Valid

Percent

Cumulative

PercentValid Student/Unemployed 111 74.0 76.6 76.6

Employed 34 22.7 23.4 100.0

Total 145 96.7 100.0 Missing System 5 3.3 Total 150 100.0

Monthly Personal Income/Allowances

Frequenc

y Percent

Valid

Percent

Cumulative

PercentValid unemployed 41 27.3 28.7 28.7

less than 10000 10 6.7 7.0 35.710000-19999 22 14.7 15.4 51.020000-29999 30 20.0 21.0 72.030000-39999 24 16.0 16.8 88.8above 40,000 16 10.7 11.2 100.0

Total 143 95.3 100.0 Missing System 7 4.7

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Total 150 100.0

Education

Frequenc

y Percent

Valid

Percent

Cumulative

PercentValid high school graduate 25 16.7 16.7 16.7 bachelor degree 85 56.7 56.7 73.3above master degree 40 26.7 26.7 100.0Total 150 100.0 100.0

95% of those surveyed have in fact read E-Books before though where and why has not been

ascertained. 94.7% of those surveyed own a device capable of reading E-Books, though as the three

most used devices are devices whose main function is not reading E-Books, the data gathered does not

reflect for what purpose these devices have been purchased nor what percent of time spent using these

devices is spent on reading E-Books. (41.33% use iPhones, 36% use IPADs and 48.66% use laptops).

Surprisingly, the percentages for what ematerials do you read? is quite similar with almost as many

individuals using enewspapers, and E-Books as use emagazines and the web browsing function on

their edevice. As enewspapers and E-Books are related to education these high percentages reflect an

opportunity for growth in the market. A low 16 percent use their edevice to read etextbooks though

this may reflect a lack of usage by their educational facilities themselves rather than a personal choice

on the part of the students. The clearest threat to the spread of eBook usage in schools is the students

preferences for only reading E-Books for short periods of time as is reflected in the fact that 40.7 %

only read E-Books for 30 minutes or less, 31.3% read between 30 minutes and one hour and a mere .

7% percent read for three hours of more. As a majority of schools require students to study for an

hour or more at a time, such results could demonstrate a hindrance to replacing all paper based

textbooks with E-Books. The fact that 77.3 percent of those surveyed only read books from 1-10 days

a month could support the conclusion that students prefer paper based books or could reflect a lack of

availability in their schools.

To test the effect of the demographics of those surveyed on their intended frequency of reading E-

Books two, two way Anova test will be conducted measuring the effects of gender and age on the

students frequency of use and intended frequency of use respectively.

Between-Subjects Factors

Value Label NGender 1 Men 70

2 Women 799 Missing Value 1

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Age

1 under 22 622 22-34 573 above 34 309 Missing Value 1

Tests of Between-Subjects EffectsDependent Variable: IT

Source

Type III

Sum of

Squares df

Mean

Square F Sig.Corrected

Model

2.576 a 6 .429 .603 .727

Intercept 276.309 1 276.309 388.146 .000Gender 1.101 1 1.101 1.547 .216

Age .427 2 .213 .300 .741Gender *

Age

.262 2 .131 .184 .832

Error 101.797 143 .712 Total 3026.00

0

150

Corrected

Total

104.373 149

As all three p values are greater than .05%, gender, age and gender and age together do not

have a statistically significant effect on frequency of use of eBook and intended frequency of use of

E-Books.

To test the interrelatedness of the constructs and their effect on the dependent variable

multivariate analysis using a rotational component matrix will be implemented. Multivariate analysis

aims to reduce and summarize a series of interrelated variables to simultaneously quantify their effect

on a dependent variable. More specifically this study attempts to observe the effect of six constructs

on the interest in and purchasing decisions of E-Books by Thai international school students. Part A

of the survey measured nonmetric variables related to students past and anticipated behavior with E-

Books. Part B of the survey utilized a Likert scale to measure metric values related to students

interest in E-Books, perception of ease of use, perceived usefulness, perceived media richness,

perceived compatibility with their lifestyle, perceived convenience and perceived barriers. The mean,

standard deviation, and analysis n (to determine the number of surveys included in the analysis) were

conducted for each of the survey questions to ascertain the variability in the data, and to determine

whether the factors must be standardized. Although the mean, standard deviation and n analysis were

found for each of the survey questions this data may be misleading as it assumes equal distances

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between the different numbers on the Likert scale. A 95% confidence interval was not calculated as

the small size ensured that any predictions would not be predictive of the mean population at large.

Descriptive Statistics

MeanStd.Deviation

AnalysisN

E-book enables me to download information/content quickly when reading. 4.70 .947 141

Reading e-books saves my effort in reading. 4.41 1.109 141

Reading e-books enables me to read information/content quickly. 4.48 1.066 141

Reading e-books is my favorite manner of reading. 4.00 1.201 141

Reading e-books does not conflict with my past manner of reading. 4.18 1.148 141

For me, reading e-books replaces reading paper-based books 3.91 1.328 141

Reading e-books enables me to get reliable information/content. 4.18 1.080 141

Reading e-books enables me to get rich information/content. 4.33 1.012 141

Reading e-books provide diverse types of information/content such as voice and image. 4.62 .998 141

I would read e-books, but I dont know where to get access to e-books I want to read. 3.74 1.471 141

I would read e-books, but currently, e-books are not available in my native language. 3.57 1.460 141

I find e-books expensive compare to paper-based books. 3.37 1.354 141

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Communalities

Initial Extraction

E-book enables me to download information/content quickly when reading. 1.000 .714

Reading e-books saves my effort in reading. 1.000 .653

Reading e-books enables me to read information/content quickly. 1.000 .748

Reading e-books is my favorite manner of reading. 1.000 .644

Reading e-books does not conflict with my past manner of reading. 1.000 .683

For me, reading e-books replaces reading paper-based books 1.000 .744

Reading e-books enables me to get reliable information/content. 1.000 .687

Reading e-books enables me to get rich information/content. 1.000 .684

Reading e-books provide diverse types of information/content such as voice and image. 1.000 .574

I would read e-books, but I dont know where to get access to e-books I want to read. 1.000 .627

I would read e-books, but currently, e-books are not available in my native language. 1.000 .759

I find e-books expensive compare to paper-based books. 1.000 .662

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Rotated Component Matrix a Component

PU/Media

RichnessPEU

Compatibility

with lifestyle

Perceived

Barrier Reading e-books enables me to get reliable

information/content..787

Reading e-books enables me to get rich

information/content..719

Reading e-books provide diverse types of

information/content such as voice and image..701

Reading e-books enables me to read information/content

quickly..800

E-book enables me to download information/content

quickly when reading..788

Reading e-books saves my effort in reading. .703

Reading e-books does not conflict with my past manner

of reading..785

For me, reading e-books replaces reading paper-based

books.772

Reading e-books is my favorite manner of reading. .718

I would read e-books, but currently, e-books are not

available in my native language. .847

I find e-books expensive compare to paper-based books. .757

I would read e-books, but I dont know where to get

access to e-books I want to read..592

Extraction Method: Principal Component AnalysisRotation Method: Varimax with Kaiser Normalization

a. Rotation converged in 6 iterations.

Using the mean score for the related questions on each of the constructs a univariate analysis was

conducted to observe the correlation between high scores in 3 of the constructs namely perceived ease

of use, compatability, and media richness as well as the correlation between low scores in perceived

barriers and high frequency of use/ anticipated frequency of use. A dummy scale was created to

compare current frequency of use as calculated monthly defined according to the following scale:

1-5 times a month received a score of 1, 6-10 times a month received a score of 2, 11-15 times a

month a score of 3, 16-20 times per month a score of 4 and 20-25 times per month a score of 5 and

more than 25 times per month a score of 6. tSuch scores were then averaged with the students

response concerning anticipated frequency of use if e materials were readily available. Although

E-BOOK | 19


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finding the mean, distorts the radical difference between actual measurements (real frequency) and

anticipated frequency (a more biased measurement) based on the data available it is the most

consistent means of generating a quantitative measurement of frequency/anticipated frequency of use.

E-BOOK | 20


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R Square

Change F Change df1 df2

Sig. F

Change1 .581 a .338 .318 .841 .338 16.977 4 133 .000 1.931

Sum of Squares df

MeanSquare F Sig.

Regression 48.008 4 12.002 16.977 .000 a

Residual 94.028 133 .707

Total 142.036 137

a. Predictors: (Cons tant), Perceived Us efulness / Media Richness, Perceived Ease of Us e, Com patibility with lifestyle, PerceivedBarrier

b. Dependent Variable: Assuming that I have access to an electronic device, I intend to use them for reading e-books on a w eekly basis.

Standardize

dCoefficients

B Std. Error BetaLower Bound

Upper Bound Zero-order Partial Part Tolerance VIF

(Constant) 4.208 .072 58.707 .000 4.066 4.350

Perceived Us efulness /Media Richnes s

.418 .073 .407 5.760 .000 .274 .561 .398 .447 .406 .998 1.002

Perceived Ease of Use .392 .074 .377 5.328 .000 .246 .537 .372 .419 .376 .996 1.004

Compatibility with lifestyle .150 .072 .147 2.089 .039 .008 .291 .165 .178 .147 .998 1.002

PerceivedBarrier .103 .072 .101 1.423 .157 -.040 .247 .117 .122 .100 .998 1.002

Correlations

Model Summary b

Model R R Square

Adjusted R

Square

Std. Error of the

Estimate

Change StatisticsDurbin-

Watson

a. Dependent Variable: Assuming that I have access to an electronic device, I intend to use them for reading e-books on a w eekly basis.

Collinearity Statistics

1

a. Predictors: (Cons tant), Perceived Us efulness / Media Richness, Perceived Ease of Us e, Com patibility with lifestyle, PerceivedBarrier

b. Dependent Variable: Assuming that I have access to an electronic device, I intend to use them for reading e-books on a w eekly basis.

ANOVA b

Model1

Coefficients a

Model

UnstandardizedCoefficients

t Sig.

95.0% ConfidenceInterval for B


Regression Analysis

Regression analysis was utilized to ascertain whether the null hypothesis that the four

constructs derived from the reduced correlation matrix would not affect the dependent variable:

intended frequency of use could be rejected. According to the null hypothesis perceived ease of use,

perceived usefulness and media richness would not positively correlate with higher intended

frequency of use and perceived barrier to use would not correlate negatively with intended frequency

of use.

From the tables above, we can conclude that the constructs (Perceived Usefulness / Media

Richness, Perceived Ease of Use, Compatibility with lifestyle, Perceived Barrier) are related to the

dependent variable as they each have a significance that equates to .000 (less than 0.05). We can infer

that Perceived Usefulness / Media Richness, Perceived Ease of Use, Compatibility with lifestyle, and

Perceived Barrier are related to the peoples intent to use e-book readings on a weekly basis with the

first three independent variables increasing ones frequency and the final construct decreasing it. These

results support the fact that of those surveyed all who possessed e-reading devices had in fact read E-

Books.

E-BOOK | 21


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R SquareChange F Change df1 df2

Sig. FChange

1 .464 a .216 .192 .937 .216 9.343 4 136 .000 2.025

Sum of Squares df

MeanSquare F Sig.

Regression 34.284 4 8.571 11.318 .000 a

Residual 102.993 136 .757

Total 137.277 140a. Predictors: (Constant), Perceived Usefulness / Media Richness, Perceived Ease of Use, Compatibility with lifestyle, PerceivedBarrier

b. Dependent Variable: Given that I have access to e-books, I predict that I would use them on a weekly basis.

Standardized

Coefficients



(Constant) 4.234 .073 57.774 .000 4.089 4.379

Perceived Usefulness /Media Richness

.194 .074 .196 2.639 .009 .049 .340 .196 .221 .196 1.000 1.000

Perceived Ease of Use .221 .074 .223 3.002 .003 .075 .366 .223 .249 .223 1.000 1.000

Compatibility with lifestyle .391 .074 .395 5.316 .000 .246 .536 .395 .415 .395 1.000 1.000

PerceivedBarrier .075 .074 .075 1.016 .312 -.071 .220 .075 .087 .075 1.000 1.000

Model Summary b

Model R R Square Adjusted R

Square

Std. Error of the

Estimate

Change StatisticsDurbin-Watson

Collinearity Statistics

1

a. Predictors: (Constant), Perceived Usefulness / Media Richness, Perceived Ease of Use, Compatibility with lifestyle, PerceivedBarrier

b. Dependent Variable: Given that I have access to e-books, I predict that I would use them on a weekly basis.

ANOVA

Model1

Coefficients a

Model


t Sig.

95.0% ConfidenceInterval for B Correlations

a. Dependent Variable: Given that I have access to e-books, I predict that I would use them on a weekly basis.


For the table above, we can conclude that the constructs Perceived Ease of Use and

Compatibility with lifestyle are related to the dependent variable, having access to ematerials as they

have a sig. that is less than 0.05. We can infer that Perceived Usefulness and Perceived Barriers do not

have a statistically significant relationship with intended frequency of usage. These results could

reflect that those surveyed already had access to such materials and thus did not consider this factor as

related to intended frequency of usage but rather related this construct only to current frequency of

usage. The fact that perceived barriers did not have a statistically significant relationship with

intended frequency of usage disagreed with previous studies which predicted such barriers as the

largest hindrance eBook usage. This could be explained either by the fact that those surveyed all

attend schools where the faculty are already comfortable with these materials or have enough

experience with such materials to not require instruction or help. The students comfortableness with

using E-Books as reflected in the fact that they gave a mean 4.33/6 score on the Likert scale for

current ease of use with E-materials.

E-BOOK | 22


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R SquareChange F Change df1 df2

Sig. FChange

1 .464 a .216 .192 .937 .216 9.343 4 136 .000 2.025

b. Dependent Variable: Given that Educational Institutions (Schools, Libraries, Book Stores, etc.) provide e-reading devices and access to e-books, I predict that I would use them on a weekly basis.

Sum of Squares df

MeanSquare F Sig.

Regression 32.824 4 8.206 9.343 .000 a

Residual 119.445 136 .878

Total 152.270 140


b. Dependent Variable: Given that Educational Institutions (Schools, Libraries, Book Stores, etc.) provide e-reading devices and access to e-books, I predict that I would use them on a weekly basis.

Standardized

Coefficients



(Constant) 4.355 .079 55.175 .000 4.199 4.511

Perceived Usefulness /Media Richness

.282 .079 .270 3.556 .001 .125 .438 .270 .292 .270 1.000 1.000

Perceived Ease of Use .122 .079 .117 1.543 .125 -.034 .279 .117 .131 .117 1.000 1.000

Compatibility with lifestyle .374 .079 .359 4.724 .000 .218 .531 .359 .375 .359 1.000 1.000

PerceivedBarrier .013 .079 .012 .162 .872 -.144 .169 .012 .014 .012 1.000 1.000

Model Summary b

Model R R Square Adjusted R

Square

Std. Error of the

Estimate

Change StatisticsDurbin-Watson

a. Dependent Variable: Given that Educational Institutions (Schools, Libraries, Book Stores, etc.) provide e-reading devices and access to e-books, I predict that I would use them on a weekly basis.

Coefficients a

Model


t Sig.

95.0% ConfidenceInterval for B Correlations Collinearity Statistics

1


ANOVA b

Model1


From the table above, we can conclude that the constructs Perceived Usefulness / Media

Richness and Compatibility with lifestyle are related to the dependent variable as they have a

significance that is less than 0.05. We can conclude that perceived barriers and perceived ease of use

do not have a statistically significant relationship with the dependent variable. These results do not

match previous studies, especially since this question was directed at discovering whether access to

books were in essence a perceived barrier. This could be because students already have access or that

they cannot imagine the difference between their current access and expanded access. We had

anticipated that ease of use would be a significant factor in considering intended frequency of use. Yet

the fact that the students expressed a mean score of 4.33/6 on the Likert scale for being able to get

their ereaders to do what they need them to do could demonstrate that they are on a whole

comfortable with eReaders and E-Books making perceived ease of use a less important determinant.

Limitations

The research was limited by survey bias, survey construction problems, and a small sample

size. Due to time constraints the survey could only be distributed to 150 persons, a sample size that is

considered statistical poor for multivariate analysis. The survey itself was constructed with more than

a few inherent problems. The questions were not limiting enough. As such certain factors could not be

separated from confounding variables. For example while the survey demonstrated that many students

did not read E-Books for more than an hour per sitting, the survey did not reflect whether this was the

result of a lack of time, availability of resources, inability to use the E-Book or a preference for paper

based materials. Furthermore given the high percentage of young participants survey bias is likely to be high. Many of the students did not understand the importance of the survey and looked

E-BOOK | 23


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uninterested in completing it. As such many may not have taken the survey serious. This can be

demonstrated in the conflicting results: one survey reflected poor scores for ease of use, and

compatibility but yet had high scores for anticipated future use.

Further Studies

Further studies should include a longitudinal study encompassing several age groups from 6-

22 with a sample size no less than 1000 students. Although few students expressed the desire to

replace all paper by see textbooks with E-Books this study has demonstrated that to some extent each

of the four constructs have an effect on the students intended frequency of use. Surprisingly while

there was little variation in the questions used to measure intended frequency of use, there were wide

variations in the relationships between the constructs and the dependent variable. This could be due to

survey bias, students lack of concern, the repetitiveness of the survey, which could have bored those

taking the survey, or sampling bias. A larger sample size and more carefully constructed survey

should be done to reevaluate the results.

Recommendations

1) Further studies should be completed to explain variation between this survey and

previously conducted studies

2) International schools should capitalize on their students comfortability with E-Books

by integrating them into the curriculum.

3) Teachers should be educated in such materials and be able to provide instruction as

past studies support lack of teaching training as a major barrier to the acceptance of

eMaterials. While this study did not agree with such findings a distinction should be

drawn between real barriers and perceived barriers as many students are unaware of

incognizant of the effects of barriers. This issue should be further explored in an

observational study rather than a survey based study as it lends itself to survey bias.

4) Financially E-Books are a better choice for schools, as evidenced by the Thai

governments study which purported that switching to E-Books would enable them to

recoup a 67 million baht investment in under 5 years. Yet this survey has

demonstrated there is a large difference between students perceptions and actual

usage. Steps to make students more comfortable with these devices provide better

materials and include bonus features such as access to the internet as draws to use

may overcome students biases and ensure the success of the program.

E-BOOK | 24


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http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume43/EBooksinHigherEducationNearing/162677http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume43/EBooksinHigherEducationNearing/162677http://conference.ifla.org/past/ifla77/143-doiron-en.pdfhttp://conference.ifla.org/past/ifla77/143-doiron-en.pdfhttp://www.google.co.th/url?sa=t&rct=j&q=e-books%20benefits&source=web&cd=3&ved=0CHQQFjAC&url=http%3A%2F%2Fwww.springer.com%2Fcda%2Fcontent%2Fdocument%2Fcda_downloaddocument%2FeBook%2BWhite%2BPaper.pdf%3FSGWID%3D0-0-45-415198-0&ei=s1GsT9D3HoXMrQe-8dyEAw&usg=AFQjCNG3G7ijL4hWGF28_NFukvIp2KOkoAhttp://www.google.co.th/url?sa=t&rct=j&q=e-books%20benefits&source=web&cd=3&ved=0CHQQFjAC&url=http%3A%2F%2Fwww.springer.com%2Fcda%2Fcontent%2Fdocument%2Fcda_downloaddocument%2FeBook%2BWhite%2BPaper.pdf%3FSGWID%3D0-0-45-415198-0&ei=s1GsT9D3HoXMrQe-8dyEAw&usg=AFQjCNG3G7ijL4hWGF28_NFukvIp2KOkoAhttp://www.google.co.th/url?sa=t&rct=j&q=e-books%20benefits&source=web&cd=3&ved=0CHQQFjAC&url=http%3A%2F%2Fwww.springer.com%2Fcda%2Fcontent%2Fdocument%2Fcda_downloaddocument%2FeBook%2BWhite%2BPaper.pdf%3FSGWID%3D0-0-45-415198-0&ei=s1GsT9D3HoXMrQe-8dyEAw&usg=AFQjCNG3G7ijL4hWGF28_NFukvIp2KOkoAhttp://www.google.co.th/url?sa=t&rct=j&q=e-books%20benefits&source=web&cd=3&ved=0CHQQFjAC&url=http%3A%2F%2Fwww.springer.com%2Fcda%2Fcontent%2Fdocument%2Fcda_downloaddocument%2FeBook%2BWhite%2BPaper.pdf%3FSGWID%3D0-0-45-415198-0&ei=s1GsT9D3HoXMrQe-8dyEAw&usg=AFQjCNG3G7ijL4hWGF28_NFukvIp2KOkoAhttp://www.google.co.th/url?sa=t&rct=j&q=e-books%20benefits&source=web&cd=3&ved=0CHQQFjAC&url=http%3A%2F%2Fwww.springer.com%2Fcda%2Fcontent%2Fdocument%2Fcda_downloaddocument%2FeBook%2BWhite%2BPaper.pdf%3FSGWID%3D0-0-45-415198-0&ei=s1GsT9D3HoXMrQe-8dyEAw&usg=AFQjCNG3G7ijL4hWGF28_NFukvIp2KOkoAhttp://www.pwc.com/en_GX/gx/entertainment-media/pdf/eBooks-Trends-Developments.pdfhttp://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume43/EBooksinHigherEducationNearing/162677http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume43/EBooksinHigherEducationNearing/162677http://conference.ifla.org/past/ifla77/143-doiron-en.pdfhttp://conference.ifla.org/past/ifla77/143-doiron-en.pdfhttp://www.google.co.th/url?sa=t&rct=j&q=e-books%20benefits&source=web&cd=3&ved=0CHQQFjAC&url=http%3A%2F%2Fwww.springer.com%2Fcda%2Fcontent%2Fdocument%2Fcda_downloaddocument%2FeBook%2BWhite%2BPaper.pdf%3FSGWID%3D0-0-45-415198-0&ei=s1GsT9D3HoXMrQe-8dyEAw&usg=AFQjCNG3G7ijL4hWGF28_NFukvIp2KOkoAhttp://www.google.co.th/url?sa=t&rct=j&q=e-books%20benefits&source=web&cd=3&ved=0CHQQFjAC&url=http%3A%2F%2Fwww.springer.com%2Fcda%2Fcontent%2Fdocument%2Fcda_downloaddocument%2FeBook%2BWhite%2BPaper.pdf%3FSGWID%3D0-0-45-415198-0&ei=s1GsT9D3HoXMrQe-8dyEAw&usg=AFQjCNG3G7ijL4hWGF28_NFukvIp2KOkoAhttp://www.google.co.th/url?sa=t&rct=j&q=e-books%20benefits&source=web&cd=3&ved=0CHQQFjAC&url=http%3A%2F%2Fwww.springer.com%2Fcda%2Fcontent%2Fdocument%2Fcda_downloaddocument%2FeBook%2BWhite%2BPaper.pdf%3FSGWID%3D0-0-45-415198-0&ei=s1GsT9D3HoXMrQe-8dyEAw&usg=AFQjCNG3G7ijL4hWGF28_NFukvIp2KOkoAhttp://www.pwc.com/en_GX/gx/entertainment-media/pdf/eBooks-Trends-Developments.pdf


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1 2 3 4 5 6 7 8

I think that Educational Institutions (Schools, Libraries, Book Stores, etc.)should replace all class reading to e-textbooks and e-books

.795

If all the materials that I want to read are available in e-books, I wouldreplace normal reading with e-reading.

.757

Reading e-books is my favorite manner of reading. .719

Reading e-books satisfies my current needs in reading. .602

Overall, I do not experience any difficulties reading e-books. .547 .423 -.433

Reading e-books is consistent with my lifestyle. .529

Reading e-books enables me to search for the information/content I need .800

Reading e-books provide diverse types of information/content such asvoice and im age.

.646

Reading e-books enables me to choose information/content dependingon my demands.

.634

I find it is easy to read e-books. .580

Readi ng e-books en abl es m e to g et ri ch i nform ati on/content. .536

I find it is easy to become familiar with reading e-books. .491

Reading e-book helps increase my knowledge. .807

Reading e-books improves my reading performance. .663

Readi ng e-books en abl es m e to g et inform ation /content quickly. .432 .587

Overall, reading e-book is helpful to me. .568

Reading e-books enhances my reading effectiveness. .416 .558

Reading e-books does not conflict with my past manner of reading. .780

In reading, I find it is easy to get an e-book to do what I want it to do. (e.g.

highlight, bookmarks, turn pages)

.659

For me, reading e-books replaces reading paper-based books .459 .451 .464

Reading e-books saves my effort in reading. .747

E-book enables m e to download information/content quickly whenreading.

.681

Reading e-books enables me to read information/content quickly. .474 .606

I find e-books expensive compare to paper-based books. .835

I would read e-books, but currently, e-books are not available in my nativelanguage.

.714

I would read e-books, but I dont know where to get access to e-books Iwant to read.

.708

Reading e-books enables me to get rel iable information/content. .479 .586

I would read e-books, but I dont know which stores have the best pricesfor e-books.

.833

Extraction Method: Principal Component Analysis

Rotation Method: Varimax with Kaiser Normalizationa. Rotation converged in 6 iterations.

Rotated Component Matrix a

Component


Appendix

ebook research

Documents