E-book Usage in Pure and Applied Sciences

Bierman, James; Ortega, Lina; Rupp‐Serrano, Karen

doi:10.1080/01942620903579393

Cited by 37 publications

(14 citation statements)

References 21 publications

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“…Woody, Daniel, and Baker (), in a survey of 91 students, found that participants who had previously used e‐books preferred print texts for learning. Bierman, Ortega, and Rupp‐Serrana (), in a qualitative study of pure and applied science academics, found no significant difference in the way that e‐books were utilized. Respondents indicated that convenience is a significant driver and that e‐books should emulate the functionality of the World Wide Web (e.g., readability, minimum scrolling and clicking, integration of multimedia, hyperlinking, consistency in look‐and‐feel, ability to manipulate and print text and graphics).…”

Section: Introductionmentioning

confidence: 99%

Application of the task‐technology fit model to structure and evaluate the adoption of E‐books by Academics

D’Ambra

Wilson

Akter

2012

J Am Soc Inf Sci Tec

136

111

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Increasingly, e-books are becoming alternatives to print books in academic libraries, thus providing opportunities to assess how well the use of e-books meets the requirements of academics. This study uses the tasktechnology fit (TTF) model to explore the interrelationships of e-books, the affordances offered by smart readers, the information needs of academics, and the "fit" of technology to tasks as well as performance. We propose that the adoption of e-books will be dependent on how academics perceive the fit of this new medium to the tasks they undertake as well as what added-value functionality is delivered by the information technology that delivers the content. The study used content analysis and an online survey, administered to the faculty in Medicine, Science and Engineering at the University of New South Wales, to identify the attributes of a TTF construct of e-books in academic settings. Using exploratory factor analysis, preliminary findings confirmed annotation, navigation, and output as the core dimensions of the TTF construct. The results of confirmatory factor analysis using partial least squares path modeling supported the overall TTF model in reflecting significant positive impact of task, technology, and individual characteristics on TTF for e-books in academic settings; it also confirmed significant positive impact of TTF on individuals' performance and use, and impact of using e-books on individual performance. Our research makes two contributions: the development of an e-book TTF construct and the testing of that construct in a model validating the efficacy of the TTF framework in measuring perceived fit of e-books to academic tasks.

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Section: Introductionmentioning

confidence: 99%

Application of the task‐technology fit model to structure and evaluate the adoption of E‐books by Academics

D’Ambra

Wilson

Akter

2012

J Am Soc Inf Sci Tec

136

111

View full text Add to dashboard Cite

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“…Many researchers (eg, Bierman, Ortega & Rupp‐Serrano, ; Woody, Daniel & Baker, ) have examined how the students use e‐books in academic contexts. Liu () stated that more studies on the reading behaviors that occur in a digital environment are needed for students, and further empirical research that identifies these behaviors from the reading process is crucial before more extensive use of e‐books is made in educational contexts.…”

Section: Introductionmentioning

confidence: 99%

A technique for tracking the reading rate to identify the e‐book reading behaviors and comprehension outcomes of elementary school students

Huang

Liang

2014

Brit J Educational Tech

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Tracking individual reading behaviors is a difficult task, as is carrying out real-time recording and analysis throughout the reading process, but these aims are worth pursuing. In this study, the reading rate is adopted as an indicator to identify different reading behaviors and comprehension outcomes. A reading rate tracking technique is thus developed with an Interactive E-book Learning System (IELS), and this study examines whether the reading rate detected by this system can properly reflect the actual reading behaviors and comprehension outcomes of users. A total of 500 quantitative records were collected from the reading profiles of 43 fifth-grade students, separated into two groups for oral and silent reading behaviors, and then analyzed to reveal the reading rates accounting for specific reading behaviors and comprehension outcomes. Our findings indicate that the reading rate can accurately reflect students' reading behaviors. In addition, a somewhat positive correlation between reading rates and comprehension outcomes was only found in the silent reading group. By using the technique presented in this work, the reading behaviors related to e-books can be easily interpreted based on the reading rate over time throughout the reading process, something that is much more difficult when using printed books. Based on the results of this work, it is anticipated that educators can get better insights into students' behaviors with regard to reading, so as to deliver more personalized and effective instruction.

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“…For example, Wood () reported that the use of e‐books is associated with gains in rhyme detection ability among beginning readers. Shuker and Terreni () also claimed that e‐books could engage young children in new literacy and language learning practices, although some studies have reported that both teachers and students still prefer learning with printed books (Bierman, Ortega, & Rupp‐Serrano ; Woody, Daniel, & Baker ). Based on these results, current e‐books do not yet appear to be ideally suited for learning, with Li, Chen, and Yang () noting one notable problem being that readers cannot construct an effective cognitive map because of the lack of contextual information cues and ineffective navigational mechanisms in e‐books, which means that they have greater difficulty reading on screen than on paper.…”

Section: Introductionmentioning

confidence: 99%

The effects of keyword cues and 3R strategy on children's e‐book reading

Liang

2014

Computer Assisted Learning

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Various studies have found that electronic books (e-books) promote learning, but few works have examined the use of e-books along with an adaptive reading strategy for children. The current study implemented a method to extract keyword cues from e-books to support e-book reading with the read, recite and review (3R) strategy, and then examined the impact of this on children's reading performance. A pilot work recruited 76 first-graders, developed the related reading tests and questionnaires. These were later used in assessing the effects of different interventions on the reading performances and perspectives of 74 first-graders in the main study. Based on the findings of this work, the 3R strategy can be used as an effective approach to guide children's reading with e-books. In addition, the use of keyword cues incorporated with retrieval practice can provide support with regard to Chinese characters and phonetic information in order to aid children's memorization of the story, thus promoting both phonological awareness and reading comprehension.

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E-book Usage in Pure and Applied Sciences

Cited by 37 publications

References 21 publications

Application of the task‐technology fit model to structure and evaluate the adoption of E‐books by Academics

Application of the task‐technology fit model to structure and evaluate the adoption of E‐books by Academics

A technique for tracking the reading rate to identify the e‐book reading behaviors and comprehension outcomes of elementary school students

The effects of keyword cues and 3R strategy on children's e‐book reading

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