Understanding Elementary Students' Use of Digital Textbooks on Mobile Devices: A Structural Equation Modeling Approach. (June 2019)

• Record Type: Journal Article
• Authors: Wang, Xianhui; Xing, Wanli
• Is Part Of: Journal of educational computing research. Volume 57:Number 3(2019)
• Page Start: 755
• Page End: 776
• Publication Date: 2019-06
• Subjects: digital textbook -- structural equation modeling -- technology acceptance model -- mobile learning -- self-efficacy -- learning motivation -- learning strategies; Computer literacy -- Periodicals; Computer-assisted instruction -- Periodicals; Computer managed instruction -- Periodicals; Education -- Data processing -- Periodicals; 371.334
• DOI: 10.1177/0735633118758643
• Languages: English
• ISSNs: 0735-6331

Abstract

The purpose of this study is to design a structural model explaining how elementary students use digital textbooks on mobile devices. This study extends the technology acceptance model framework, with self-efficacy, learning motivation, learning strategies, and parent education level as external variables. Results show that perceived usefulness was a significant mediating factor for students' actual usage of digital textbook on mobile devices. Self-efficacy and learning strategies influence self-reported actual usage through perceived usefulness and perceived ease of use. In addition, parent education level has a significant influence on students' self-efficacy and especially learning motivation. These findings have broadened research on technology acceptance with emphasis on a more learning-centered framework that focuses on the learners' characteristics and their unique contexts when using digital textbooks via mobile devices.