Why Undergraduate Students

Choose to Use E-books

Edward W. WaltonMOBUS Annual Conference

June 4, 2013

My Interest◦ Started more than 15 years ago◦ Wondered would e-books supplant printed books

1990s and Early 2000s◦ E-books existed◦ Few Adopters (Innovator Stage)

Late 2000s (2007)◦ Kindle sparked growth of e-book use in trade market

Expectation◦ Students will embrace e-books (Unrealized)◦ E-books will make inroads into academia

Background

E-book◦ Conundrum

The e-book is a conundrum. It is loved. It is hated. Sometimes, the lover and the hater is the same person.

Printed Book◦ Romanticized Technology

The e-book is an innovation that is purported to replace the printed book, a beloved and romanticized technology.

Background

To successfully replace the printed book, the e-book must overcome significant cultural

barriers to become a mainstream technology.

Background

Diffusion of Innovations (Theory)--Rodgers, 2003◦ Getting an innovation through the adoption process

is extremely difficult when the current practice is entrenched within the culture.

◦ To be adopted, an innovation must possess a compelling advantage over the technology that it proposes to supersede or there must besufficient external motivation to compel adoption over the perceived advantage of the current practice.

Background

Question: Does the e-book provide a compelling advantage that will entice students to embrace the innovation?

Question: Are there compelling external motivations influencing students’ decision to adopt the use of e-books?

Background

Impact of E-books on Academic Libraries Desired Features and Technical Issues Impact of E-books on Student Learning Use Rates in Academic Libraries Purpose Students Use E-books Students Preference for Books vs. E-books

Literature Review

Impact of E-books on Academic Libraries◦ Academic Quality◦ Accessibility◦ Acquisitions◦ Competition◦ Currency◦ Efficiency◦ Reserves

Literature Review

Desired Features and Technical Issues◦ Access to Multiple E-books◦ Appearance◦ Awareness◦ Bookmarking◦ Desirable Features◦ Disparate Systems◦ Navigation◦ Portability◦ Searchability◦ Reading on Screen◦ Technology Issues

Literature Review

Impact of E-books on Student Learning◦ Use as a Textbook◦ Learning Outcomes

Literature Review

Use Rates in Academic Libraries◦ E-books Used◦ Patterns of Use

Literature Review

Purpose Students Use E-books◦ Complete Course Assignments◦ Convenience

Literature Review

Reading Preference◦ Prefer Printed Books◦ Limited Reading◦ Use for Research

Literature Review

Investigate whether eight factors are related to e-book adoption by undergraduate students at SBU◦ Leisure Reading◦ Textbook Use◦ Conducting Research◦ Assigned Reading◦ Read in a Classroom◦ Availability of E-book & Printed Book Impact on Use ◦ Using an E-book Because of Forced Adoption◦ Using an E-book Because of Convenience

Purpose of Study

Southwest Baptist University◦ Liberal Arts Institution w/Professional Degrees

6 Associates 45 Bachelors 4 Masters 1 Specialist 2 Doctoral

◦ Traditional, Non-traditional and Online Programs Research Focus

◦ Traditional Undergraduate Students (1,405) E-book Collection

◦ 2002 – First Collection (19,768)◦ Multiple Collection & Individual Purchase◦ Today – 95,415 (33.2% of Titles Available)

Institutional Background

Instrumentation◦ Survey -- 15 Questions

Convenience Sample◦ Participants Selected During Chapel Service◦ Study Conducted in Spring 2012

263 Participants (18.7% of Population)◦ Freshman – 87 (33.1%)◦ Sophomore – 78 (29.7%)◦ Junior – 70 (26.6%)◦ Senior – 28 (10.6%)

Participants

Chi Square Analyses (X 2)◦ RQ1 & 2: Two-Way X 2

◦ RQ3 & 4: One-Way X 2

If X 2 Value Exceeds X 2cv (Critical Value)

◦ Correlation Found Between Factors◦ Run Standardize Residual Test◦ Residual >= | 2 | -- Identifies Cells w/Correlation

Data Analysis

RQ1: How often is students’ use of e-books related to (a) reading for leisure; (b) reading a textbook; (c) using to conduct research for a class assignment; (d) reading an assigned reading for a class; or (e) reading an assigned reading in class?

RQ2: How often is students’ use of the printed book and e-book related to which format is accessible?

RQ3: How often is forced adoption related to students’ choice to use an e-book?

RQ4: How often is convenience related to students’ choice to use e-books?

Research Questions

E-book UseYes No

Number Percent Number Percent

Freshman 53 60.9% 34 39.1%

Sophomore 57 73.1% 21 26.9%

Junior 62 88.6% 8 11.4%

Senior 23 82.1% 5 17.9%

Total 195 74.1% 68 25.9%

Findings: General

RQ1: How often is students’ use of e-books related to (a) reading for leisure; (b) reading a textbook; (c) using to conduct research for a class assignment; (d) reading an assigned reading for a class; or (e) reading an assigned reading in class?

Null-Hypothesis: there is no difference in the frequency of students’ use of e-books for leisure reading, textbook use, conducting research, assigned reading, and in-class reading.

Findings: RQ1

Pearson’s Two-Way Chi Square◦ df = 16 (Degrees of Freedom)◦ X 2

cv = 7.96◦ X 2

= 143.54 (Exceeds X 2cv)

◦ Asymp. Sig. = .00 (<.05)◦ Correlation Found to Exist Between Purpose and

Frequency of Use◦ Run Standardize Residual Test

Findings: RQ1

Frequency

Never Rarely Occasionally Usually Always

Purpose

Leisure

Reading

Count

Expected

Residual

135.0

165.7

-2.4

56.0

37.1

3.1

40.0

38.3

.3

22.0

16.9

1.3

10.0

5.0

2.2

Textbook

Count

Expected

Residual

178.0

165.1

1.0

36.0

37.0

-.2

35.0

38.2

-.5

11.0

16.8

-1.4

2.0

5.0

-1.3

Research

Count

Expected

Residual

124.0

165.1

-3.2

37.0

37.0

.0

59.0

38.2

3.4

31.0

16.8

3.5

11.0

5.0

2.7

Course

Reading

Count

Expected

Residual

159.0

165.7

-.5

41.0

37.1

.6

46.0

38.3

1.2

15.0

16.9

-.5

2.0

5.0

-1.3

In-Class

Reading

Count

Expected

Residual

230.0

164.4

5.1

15.0

36.8

-3.6

11.0

38.0

-4.4

5.0

16.7

-2.9

.0

5.0

-2.2

RQ1: Purpose by Frequency Cross-Tabulation

Findings: RQ1 Leisure Reading

◦ Negative Relationship Never Used Category (-2.4)

◦ Positive Relationship Rarely Used Category (+3.1) Always Used Category (+2.2)

Thus, some students Rarely use and some students Always use e-books for leisure reading

Findings: RQ1 Conducting Research

◦ Negative Relationship Never Used Category (-3.2)

◦ Positive Relationship Rarely Used Category (+3.4) Occasionally Use Category (+3.5) Always Used Category (+2.7)

Thus, some students Rarely, some students Occasionally and some students Always use e-books to conduct research

Findings: RQ1 In-Class Reading

◦ Negative Relationship Rarely Used Category (-3.6) Occasionally Used Category (-4.4) Usually Used Category (-2.9) Always Used Category (-2.2)

◦ Positive Relationship Never Used Category (+5.1)

Most students Never use e-books to read aloud in class

Findings: RQ1 Textbook Use

◦ All Categories Unrelated to Students Use of E-books

Assigned Reading (Outside of Class)◦ All Categories Unrelated to Students Use of E-

books Thus, students use of e-books is Unrelated

to textbook use and reading assigned readings outside of class

Findings: RQ1 Summary

◦ Students Use of E-books Related to Leisure Reading Conducting Research

◦ Students Non-Use of E-books Related to Reading Aloud In-Class

◦ Students Use of E-books Unrelated to Textbook Use Reading Assigned Readings Outside of Class

RQ2: How often is students’ use of the printed book and e-book related to which format is accessible?

Null-Hypothesis: there is no difference in the frequency of students’ use of e-books and printed books when both the printed book and the e-book are available.

Pearson’s Two-Way Chi Square◦ df = 4◦ X 2

cv = .711◦ X 2 = 233.25◦ Asymp. Sig. = .00 (<.05)◦ A relationship exists between the available format and

students’ choice to use printed books or e-books.

Findings: RQ2

Frequency

Never Rarely Occasionally Usually Always

Format

Printed

Book

Count

Expecte

d

Residual

18.0

77.7

-6.8

20.0

38.9

3.0

36.0

36.9

-.1

75.0

46.9

4.1

122.0

60.6

6.6

E-book

Count

Expecte

d

Residual

136.0

76.3

6.8

57.0

38.1

3.1

37.0

36.1

.1

18.0

46.1

-4.1

8.0

59.4

-6.7

RQ2: Format by Frequency Cross-Tabulation

Findings: RQ2Printed Books Positive Relationship

◦ Rarely Used (3.0)◦ Usually Used (4.1)◦ Always Used (6.6)

Negative Relationship◦ Never Used (-6.8)

E-Books Negative Relationship

◦ Usually Used (-4.1)◦ Always Used (-6.7)

Positive Relationship◦ Never Used (6.8)◦ Rarely Used (3.1)

Overall, when both the printed book and the e-book were available, some students Rarely, some students Usually and some students Always chose to use the Printed Book

Conclusion: Students’ prefer to use the printed book

RQ3: How often is forced adoption related to students’ choice to use an e-book?

Null-Hypothesis: there is no difference in the students’ frequency of using e-books when the printed book was not available.

Pearson’s One-Way Chi Square◦ df = 4◦ X 2

cv = .711◦ X 2 = 106.15◦ Asymp. Sig. = .00 (<.05)◦ A relationship exists between forced adoption and the

frequency of students’ use of e-books.

Findings: RQ3

Frequency

Never Rarely Occasionally Usually Always

E-book Use

Count

Expected

Residual

15.0

52.2

-37.2

23.0

52.2

-29.2

53.0

52.2

-.8

61.0

52.2

8.8

109.0

52.2

56.8

RQ3: Print Not Available Frequency

Findings: RQ3 E-book Only Available Format

◦ Negative Relationship Never Used Category (-37.2) Rarely Used Category (-29.2)

◦ Positive Relationship Usually Used Category (8.8) Always Used Category (56.8)

Thus, when the e-book was the only format available, some students Usually and some students Always used the e-book

RQ4: How often is convenience related to students’ choice to use e-books?

Null Hypotheses: there is no difference in the frequency of students’ use of e-books due to convenience.

Pearson’s One-Way Chi Square◦ df = 4◦ X 2

cv = .711◦ X 2 = 62.80◦ Asymp. Sig. = .00 (<.05)◦ A relationship exists between convenience and the

frequency of students’ use of e-books.

Findings: RQ4

Frequency

Never Rarely Occasionally Usually Always

Convenience

Count

Expected

Residual

22.0

52.6

-30.6

44.0

52.6

-8.6

46.0

52.6

-6.6

51.0

52.6

-1.6

100.0

52.6

47.4

RQ4: Convenience Frequency

Findings: RQ4 E-book Use Due to Convenience

◦ Negative Relationship Never Used Category (-30.6) Rarely Used Category (-8.6) Occasionally Used Category (-6.6)

◦ Positive Relationship Always Used Category (47.4)

Thus, when use of the e-book was convenient many students Always used the e-book

Factors Affecting Students’ Use of E-books◦ Using

Leisure Reading Conducting Research Forced Adoption Convenience

◦ Not Using In-Class Reading

◦ Unrelated to Use Textbook Use Reading Assigned Readings Outside of Class

Summary

Question: Does the e-book provide a compelling advantage that will entice students to embrace the innovation?◦ For Leisure Reading◦ For Conducting Research

Question: If not, are there compelling external motivations influencing students’ decision to adopt the use of e-books?◦ Forced Adoption (Printed Book is Unavailable)◦ Convenience

Summary

Research◦ Students Using E-books◦ Continue to Purchase Both Formats

Collections◦ Acquire Selectively

Individual Titles◦ Use Established Collection Development Process

Impact on Library Decision

Questions

Summary