Students’ expectation, confirmation, and continuance intention to use electronic textbooks

Technology applied to education has produced numerous changes. One of these changes is the availability of electronic textbooks. However, the adoption of electronic textbooks has been slower than anticipated. This research examines adoption of electronic textbooks through studying electronic textbook users’ continuance intentions. Data for the model were collected using a survey of university students. The questionnaire was web-based and distributed using a student listserv. The sample consisted of 469 usable responses received from students who had previously used an electronic textbook. The theoretical model was analyzed using structural equations modeling and maximum likelihood estimation applied to the sample. A confirmatory factor analysis was also performed to evaluate the psychometric properties of the measures for the constructs in the theoretical model. The psychometric properties of the measures were good. The fit of the measured theoretical model to the data was also good and all the paths in the measurement and structural models were statistically significant. The structural model shows that confirmation influences perceived usefulness of electronic textbooks and satisfaction with electronic textbooks. Satisfaction and perceived usefulness of electronic textbooks influence electronic textbook continuance intention. Implications and conclusions based on these findings were also provided.

• The expectation–confirmation model is applied to users of electronic textbooks.
• The sample consists of 469 questionnaire responses from electronic textbook users.
• The theoretical model is evaluated using structural equations modeling.
• All paths in the evaluated model are statistically significant at a 1% level.
• Relationships are seen among confirmation, usefulness, satisfaction and intentions.