How do we inspire children to learn with e-readers?
| Date | 16 November 2015 |
| Published date | 16 November 2015 |
| DOI | https://doi.org/10.1108/LHT-04-2015-0038 |
| Pages | 584-596 |
| Author | Kuo-Lun Hsiao,Chia-Chen Chen |
| Subject Matter | Library & information science,Librarianship/library management,Library technology |
How do we inspire children to
learn with e-readers?
Kuo-Lun Hsiao
National Taichung University of Science and Technology,
Taichung, Taiwan, and
Chia-Chen Chen
National Chung Hsing University, Taichung City, Taiwan
Abstract
Purpose –Mobile handheld e-readers, such as the iPad and Kindle, have gained increased attention in
schools and are becoming useful as a tool to attract students to learn and read. Although the benefits of
mobile learning are clear, few studies have delved into the specific factors impacting the adoption and
use of e-readers among elementary students. Moreover, the question of whether learning with e-readers
can enhance reading comprehension remains unanswered. Given these facts, the study has a dual
purpose. In order to explore the above-mentioned factors, the authors base the proposed research
model on the task-technology fit (TTF) and self-efficacy theories, along with the technology acceptance
model. Second, the authors examine the relationship between reading with e-readers and reading
comprehension. The paper aims to discuss these issues.
Design/methodology/approach –A sample of 60 third grade children participated in the study.
The reading material used in this research was an e-book edition of the Chinese printed storybook
Missing Grandmother. The causal model was validated using SmartPLS 2.0. In addition, this research
used the SPSS statistical software package (SPSS for Windows, 17.0) to conduct a t-test and analysis of
variance with a confidence level of 95 percent.
Findings –All eight study hypotheses were supported. The results indicate that TTF and mobile
learning self-efficacy have the most significant influence on intention to learn with e-readers.
The authors also found that children’s reading comprehension is enhanced in an e-book reading group.
The analysis revealed no gender differences in reading comprehension.
Originality/value –This study explored factors which increase children’s intention to learn with
e-readers. The proposed model helps the authors to understand the influence of mobile learning
self-efficacy, perceived usefulness, perceived ease of use, and TTF on this intention. The authors also
compared e-books and p-books in regards to usability and found that e-book reading can improve third
grade children’s reading comprehension. The authors found no gender differences in either the p-book
reading group or the e-book reading group.
Keywords Self-efficacy, E-book, Technology acceptance model, E-reader, Task-technology fit
Paper type Research paper
Introduction
As the technology for electronic books (e-books) has developed, the topic of e-books has
become increasingly popular (Landoni and Hanlon, 2007; Wilson, 2014). E-books are
portable and can effectively support learning missions. People can read e-books
everywhere via various electronic devices. An e-book is officially defined as a book formed
with digital presentations, including text, graphics, video, animation, and/or sound, and
shows the content on the screen of desktop PC or mobile device (Merriam-Webster.com,
2013). Digital information which is stored and accessed via an e-book has certain
advantages over paper books (p-books), including storage capacity, price, searchability,
font adjustability, and easier readability at night ( Jeong, 2012).
E-book readers (e-readers), including the Amazon Kindle, Noble Nook, iPad, and
tablet PC, allow users to find and read specific content with greater ease and efficiency
Library Hi Tech
Vol. 33 No. 4, 2015
pp. 584-596
©Emerald Group Publishing Limited
0737-8831
DOI 10.1108/LHT-04-2015-0038
Received 19 April 2015
Revised 2 August 2015
Accepted 5 September 2015
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0737-8831.htm
584
LHT
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