Computers in Human Behavior 69 (2017) 83e90

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Computers in Human Behavior

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Students' expectation, satisfaction, and continuance intention to use

digital textbooks
Young Ju Joo a, Sunyoung Park b, *, Eui Kyoung Shin a
a
Department of Educational Technology, Ewha Womans University, 566 Education Building-B, Seoul, 120-750, South Korea
b
School of Human Resource Education & Workforce Development, Louisiana State University, 291 Coates Hall, Baton Rouge, LA 70803, USA

a r t i c l e i n f o a b s t r a c t

Article history: The purpose of this study was to investigate the structural relationships among students' expectation,
Received 20 July 2016 perceived enjoyment, perceived usefulness, satisfaction, and continuance intention to use digital text-
Received in revised form books in middle school, based on Bhattacherjee's (2001) expectation-confirmation model. The subjects
7 December 2016
of this study were Korean middle school students taking an English class taught by a digital textbook in E
Accepted 8 December 2016
Available online 9 December 2016
middle school, Seoul. Data were collected via a paper-and-pencil-based questionnaire with 17 items; 137
responses were analyzed. The study found that (a) the more expectations of digital textbooks are
satisfied, the more likely students are to perceive enjoyment and usefulness of digital textbooks, (b)
Keywords:
Digital textbooks
satisfaction plays a mediating role in linking expectation, perceived enjoyment and usefulness, and
Continuance intention to use continuance intention to use digital textbooks, (c) perceived usefulness and satisfaction have a direct and
Expectation-confirmation model positive influence on continuance intention to use digital textbooks, and (d) perceived enjoyment has a
non-significant influence on continuance intention to use digital textbooks with middle school students.
Based on these findings, the implications and recommendations for future research are presented.
© 2016 Elsevier Ltd. All rights reserved.

1. Introduction textbooks provide diverse learning resources, learning support, and

There have been many changes in education as digital natives,
new generations of children who have been born and raised in
digital environments, have been the main learner group in educa-
tional practice. Compared to other generations, digital natives are
familiar with using digital devices, are satisfied with creating and
sharing new information within a virtual space, and think and
process information fundamentally differently from their pre-
decessors (Prensky, 2001).
In Korea, the government established the commercialization
plan for digital textbooks in 2011 in response to an increased de-
mand on digital textbooks in practice for the newer generation.
Since then, the Korean government has developed digital text-
books, applied and implemented the books tentatively in digital
textbook research schools, and planned to spread digital books to
all schools over the country by 2018.
Digital textbooks may have some alternatives that overcome the
limitations of traditional paper-based books in that digital
* Corresponding author.
E-mail addresses: youngju@ewha.ac.kr (Y.J. Joo), sunypark@gmail.com (S. Park),
luvsiin@naver.com (E.K. Shin).
customized curriculums by motivating learners and enhancing
collaboration and information sharing. When digital textbooks
display content as multimedia formats and allow learners to
explore different information, learners improved their interactions
and further accomplished their purposes in learning process by
searching and navigating contents, reflecting learning activities and
feedback, and communicating with classmates and teachers
through the functions of digital textbooks (Moreno & Mayer, 2007;
Nelson, Arthur, Jensen, & Van Horn, 2011).
Regardless of the advantages of digital textbooks, there is a
concern about spreading digital textbooks to all schools in Korea.
Among total 9210 schools (6001 primary schools; 3, 209 middle
schools), only 128 schools (86 primary schools; 42 middle schools)
are digital book research schools (KESS, 2016). The reasons for low
application of digital textbooks included inexperienced operation
of tablet PCs, delay of classes due to technical errors of the devices,
and lack of support from related organizations (Kim, 2013; Lim,
2012; Song & Byun, 2013). However, little research has been con-
ducted on learners as important and final users of digital books.
Additionally, there is a need to pay more attention to how to
improve continuance intention and how to increase learner satis-
faction of digital textbooks from learners' perspectives.
To identify factors affecting continuance intention to use

http://dx.doi.org/10.1016/j.chb.2016.12.025
0747-5632/© 2016 Elsevier Ltd. All rights reserved.
84 Y.J. Joo et al. / Computers in Human Behavior 69 (2017) 83e90
information technology, Bhattacherjee (2001) suggested the
expectation-confirmation model (ECM), based on the Expectation
Confirmation Theory (ECT) in marketing, and perceived usefulness
from the Technology Acceptance Model (TAM) in information
technology. By demonstrating the relationships between the four
components (expectation, perceived usefulness, satisfaction and
continuance intention to use technology), ECM can be applied to
extended contexts in that the model focuses on post expectations
after people consume or use products or services. Considering in-
ternal motives (e.g., perceived enjoyment), as well as external
motives (e.g., perceived usefulness), influence satisfaction and
intention to use information technology (Lin, Wu, & Tsai, 2005) and
internal motives affecting continuance intention to use should be
included as part of the important factors influencing intention to
use. For instance, enjoyment and fun experienced through digital
textbooks can increase learning motivation (Jin, 2010).
Therefore, the purpose of the current study was to investigate
the structural relationships among expectation, perceived enjoy-
ment, perceived usefulness, satisfaction, and continuance intention
to use digital textbooks in middle school in Korea. The study also
proposes to suggest instructional strategies to maintain satisfaction
and continuance intention to use digital textbooks for middle
school students. The main research question to guide this study
was, how do expectation, perceived enjoyment, and perceived
usefulness impact satisfaction and continuance intention to use
digital textbooks?
2. Theoretical background
In this section, the concept of digital textbooks and expectation-
confirmation model (ECM) were introduced following a discussion
about the relationship between related variables.
2.1. Digital textbooks
Scholars have used different definitions to describe the features
of digital textbooks (Byun, Choi, & Song, 2006; MEST, 2011; Seon,
Seo, & Byun, 2004). To emphasize the features of digital text-
books as learning media, Seon et al. (2004) defined digital text-
books as multimedia learning materials and electronic books used
to provide educational services regardless of time and place by
implementing interactions with learners and customizing learning
based on individual characteristics with diverse and abundant re-
sources and technologies. From learning support-focused per-
spectives, digital textbooks can be defined as digital learning
materials used to maximize convenience and learning effectiveness
by providing learning support functions (e.g., animation and 3D)
and additional functions (e.g., search and navigation), based on the
advantages of traditional textbooks (Byun et al., 2006). Generally,
digital textbooks have been perceived as main textbooks for
learners, combining traditional textbooks, workbooks, and a glos-
sary with multimedia (e.g., video, animation, virtual reality), which
provides interactive and individualized learning regardless of time
and place (MEST, 2011).
The main features of digital textbooks are as follows (Byun et al.,
2006; MEST, 2011). First, digital textbooks maintain the basic
functions of traditional textbooks and provide a use-friendly
interface. They not only contain texts and images like in tradi-
tional textbooks, but they can also implement the functions of
underlining, memoing, bookmarking, and page turning, etc. Sec-
ond, digital textbooks include multimedia (e.g., video and anima-
tion) and provide new learning resources by updating and data
searching. Third, learners are able to actively interact with fellow
students and teachers through synchronized (e.g., real time chat-
ting) and asynchronized (e.g., discussion board) interaction
activities in digital textbooks. Lastly, digital textbooks can function
as comprehensive material, which would include diverse learning
resources such as reference books, workbooks, and dictionaries,
and support personalized and advanced learning through self-
evaluation functions.
2.2. Expectation-confirmation model (ECM)
Bhattacherjee (2001) suggested the expectation-confirmation
model (ECM) based on the expectation-confirmation theory (ECT)
in marketing, and perceived usefulness from the Technology
Acceptance Model (TAM) in information technology. ECT empha-
sizes that customer experience has a critical influence on pro-
ceeding behaviors in purchasing products or services by explaining
the relationships between expectation, satisfaction, disconfirma-
tion, attitude, and intention (Oliver, 1980). Perceived usefulness in
TAM is a critical predictor of intention to use information tech-
nology and systems (Davis, 1989). When comparing ECM, ECT fo-
cuses more on how often users continuously use new technology
and systems than on how often users rapidly accept them
(Bhattacherjee, 2001).
In ECM, expectation refers to the degree to which users' ex-
pectations are satisfied, based on experience of using the technol-
ogy, perceived usefulness is the degree to which users believe using
the technology is useful, satisfaction is the positive emotional state
resulting from the evaluation of using the technology, and contin-
uance intention to use refers to the intention to repurchase tech-
nology or continue service use (Bhattacherjee, 2001). If expectation
is met through the use of information technology, users tend to be
satisfied and perceive the technology to be useful. In turn, they are
more likely to use the technology continuously (Bhattacherjee,
2001).
In this study, expectation refers to learners' perceptions on ex-
pectations being met by experiencing the use of digital textbooks.
Perceived usefulness is learners' perception on the degree to which
digital textbooks improve learning achievement after using digital
textbooks. Satisfaction is the degree to which learners feel satis-
faction during the use of digital textbooks. Continuance intention to
use digital textbooks refers to one's voluntary intention to contin-
uously use digital textbooks in extra-curricular activities, as well as
in regular class and for assignments. Perceived enjoyment was
added to emphasize the importance of internal motivation in using
digital textbooks, and was defined as learners' perceptions on the
degree to which curiosity, enjoyment, and engagement was drawn
after using digital textbooks.
Bhattacherjee's (2001) ECM has been applied to different con-
texts to explain factors influencing behaviors after users adopt and
use new technologies and systems (Kim, 2010; Lin, Wu, & Tsaic,
2005; Shiau & Luo, 2013; Thong, Hong, & Tam, 2006). However,
little research has been conducted for students in digital textbook-
integrated learning environments, except Kim's (2013) study on
digital textbooks for teachers.
2.3. Expectation, perceived enjoyment, and perceived usefulness
Scholars have discussed a positive influence of expectation on
perceived enjoyment in technological environments (Han & Yoon,
2014; Kim, 2010; Shiau & Luo, 2013; Thong et al., 2006). Shiau
and Luo (2013) found that users satisfied with their expectation
in blogs were more likely to enjoy the use of blogs. By drawing
satisfaction, entertainment and fun played a bridged role in
increasing continuance intention to use blogs (Shiau & Luo, 2013).
In a study on mobile services for the Hong Kong Government
site, Thong et al. (2006) reported that expectations positively
affected perceived enjoyment. Since mobile services are based on
 Y.J. Joo et al. / Computers in Human Behavior 69 (2017) 83e90
more fun-oriented components, it was important for users to feel
emotional enjoyment when they used the service (Thong et al.,
2006). Additionally, expectation was a predictor of perceived
enjoyment in research on intention to use mobile data services
(Kim, 2010). In addition, people tend to enjoy the services to
maintain cognitive balance, once they are satisfied with the initial
fun expectation (Kim, 2010).
In addition, several studies examined that the positive rela-
tionship between expectation and perceived enjoyment in tech-
nological environments (Lee, 2010; Lee & Kwon, 2011; Lin, Wu, &
Tsaic, 2005). In E-learning, the level of perceived usefulness was
increased when expectations were met (Lee, 2010). By examining
factors affecting continuance intention to use E-learning among
Taiwanese university students, Lee (2010) found that it is important
that users' expectations should be satisfied to make them perceive
the usefulness of E-learning for their learning activities and so that
they will continue to use E-learning.
In research on factors influencing continuance intention to use a
web-portal site, expectation was the most critical predictor of
perceived usefulness (Lin et al., 2005). Based on fun and enter-
tainment components, a web-portal site for general users should be
useful in order to meet their expectation (Lin et al., 2005). Moreover,
Lee and Kwon (2011) reported the positive influence of expectations
on perceived usefulness in an online shopping mall in which in-
timacy and familiarity play an important role in customer loyalty.
2.4. Expectation, perceived enjoyment, perceived usefulness, and
satisfaction
Previous studies have investigated the relationships between
expectation, perceived enjoyment, perceived usefulness, and
satisfaction in different contexts (Jung & Jung, 2012; Lin et al., 2005;
Sørebø, Halvari, Gulli, & Kristiansen, 2009). Sørebø et al. (2009)
found that expectation, perceived enjoyment (internal motive),
and perceived usefulness (external motive) were predictors of
university faculty members' satisfaction in using E-learning tools.
The faculty with high levels of perceived enjoyment and usefulness
in E-learning were more likely to demonstrate high levels of
satisfaction (Sørebø et al., 2009). Jung and Jung (2012) confirmed
that expectation, perceived enjoyment and perceived usefulness
have a positive influence on users' satisfaction in Internet Protocol
TV (IPTV) services. The more users had experienced IPTV service,
the more users perceived enjoyment and usefulness of the service,
and the more users were satisfied with the service. Also, Lin, Wu,
and Tsai's (2005) study supported the positive influence of
perceived enjoyment and perceived usefulness on satisfaction
among users in a web-portal site.
2.5. Perceived enjoyment, perceived usefulness, satisfaction, and
continuance intention to use
Several studies have indicated that perceived enjoyment,
perceived usefulness and satisfaction are critical factors influencing
continuance intention to use digital textbooks (Hsiao, Tang, & Lin,
2015; Kim, 2010; Kim, Kim, & Choi, 2012; Letchumanan &
Tarmizi, 2011; Lin et al., 2005; Stone & Baker-Eveleth, 2013;
Thong et al., 2006). Thong et al. (2006) and Kim (2010) found that
perceived enjoyment, perceived usefulness, and satisfaction were
positively influenced; continuance intention to use and satisfaction
was the most critical factor in mobile services. In addition, users
with high levels of perceived enjoyment, and perceived usefulness
and satisfaction were more likely to use a web-portal site (Lin et al.,
2005).
Based on the literature review, the following hypotheses were
established (see Fig. 1):
85
Hypothesis 1. Expectation will positively affect perceived enjoyment
in digital textbook-integrated classes.
Hypothesis 2. Expectation will positively affect perceived usefulness
in digital textbook-integrated classes.
Hypothesis 3. Expectation, perceived enjoyment, and perceived
usefulness will positively affect satisfaction in digital textbook-
integrated classes.
Hypothesis 4. Expectation, perceived enjoyment, and perceived
usefulness will positively affect continuance intention to use digital
textbooks in digital textbook-integrated classes.
3. Methods
3.1. Subject and procedure
The subjects of this study were Korean middle school students
taking an English class taught by a digital textbook in E middle
school, Seoul. The digital textbook used in this study was developed
based on a paper-based English textbook approved by the Ministry
of Education and Science Technology (MEST) in 2010, and consisted
of four stages (listen, listen and repeat, talk with a foreigner, and
practice with friends) for learning English. The digital textbook was
designed for students to practice listening and speaking in English
through step-by-step speech recognition devices and interactive
role-plays with computers. Teachers in E school combined the
digital textbook with the paper-based textbook in class and stu-
dents were able to use the digital textbook to practice English after
class through their cloud system. A survey questionnaire was
distributed to students two weeks before the final exam. Data were
collected via a paper-and-pencil-based questionnaire with 17
items; a total of 137 responses were analyzed, excluding 11
incomplete responses. There were slightly more males (73 re-
sponses, 53.3%) than females (64 responses, 46.7%). The responses
from freshmen, sophomores, and juniors accounted for 35% (48
responses), 46% (63), and 19% (26), respectively.
In this study, we had relatively a small number of responses
(137) for general structural equation modeling. It is related to the
Korean context. Only 1.4% of the schools (128 schools) are digital
textbook research schools in Korea. In particular, the portion of
middle schools is 32.8% (42 schools). As one of digital textbook
research schools in Seoul (the capital city of Korea), E middle school
has approximately 350 students per each grade. We selected one
grade to have the same teacher using the same teaching methods to
minimize the threats to the research setting. Considering the
response rate is 39.1%, 137 responses (among 350 participants) are
not small. In addition, we intentionally used a paper-and-pencil-
based questionnaire to have higher response rate and more accu-
rate responses than online-based survey (Baruch & Holtom, 2008;
Sauermann & Roach, 2013).
3.2. Instruments
By revising and adapting the original versions to fit the current
study, five instruments were used. The items were prepared for use
in Korean using appropriate translation-back-translation proced-
ures. The questionnaire implemented a 5-point Likert-type scale
ranging from 1 (strongly disagree) to 5 (strongly agree). All of the
Cronbach's alphas were above 0.90. This instrument included a
total of 17 questions. Table 1 summarizes the information about the
instruments used in this study, including sample question, the
number of items, and reliability.
As illustrated in Table 1, several instruments, which have been
verified by prior research, were used. First, to measure students'
86 Y.J. Joo et al. / Computers in Human Behavior 69 (2017) 83e90

Perceived
enjoyment

H1

H4
H3
Expecta on Sa sfac on Con nuance
Inten on to use

H2

Perceived
usefulness
Fig. 1. Hypothesized model.

Table 1
Research instruments.

Variables Source Sample Items Reliability

Original study Current study

Expectation Bhattacherjee (2001) My experience with using a digital book was better than what I expected. 3 0.93 0.95
Perceived enjoyment Moon and Kim (2001) I enjoy studying with a digital textbook. 3 0.92 0.95
Perceived usefulness Bhattacherjee (2001) Using a digital book improves my academic performance. 4 0.91 0.98
Satisfaction Bhattacherjee (2001) I'm very satisfied with using a digital book in class. 4 0.89 0.97
Continuance intention to use Bhattacherjee (2001) I intent to continue using a digital textbook in class. 3 0.90 0.94

expectation, the scale developed by Bhattacherjee (2001) was
adopted. A sample item is “My experience with using a digital book
was better than what I expected.” The Cronbach's alpha from the
original study was reported as 0.93, while the present study data
had 0.95. Perceived enjoyment was measured using the instrument
developed by Moon and Kim (2001). A sample item is “I enjoy
studying with a digital textbook.” The Cronbach's alpha values of
the original study and the current study were 0.92, and 0.95,
respectively.
To measure perceived usefulness and satisfaction, eight items
were employed from the instrument developed by Bhattacherjee
(2001). A sample item for perceived usefulness is “Using a digital
book improves my academic performance.” The Cronbach's alpha
from the original study was 0.91, and the alpha for the present
study was 0.98. A sample item for satisfaction is “I'm very satisfied
with using a digital book in class.” The Cronbach's alpha from the
original study was 0.89, and the alpha for the current study was
0.97. Finally, continuance intention to use digital textbook was
measured using three items developed by Bhattacherjee (2001). An
example item is “I intent to continue using a digital textbook in
class.” The Cronbach's alpha of the original study was 0.90, and the
alpha for the present study was 0.94.
collected data. In addition, a correlational analysis was conducted
among the variables. After an exploratory factor analysis of each
variable in this study, expectation, perceived enjoyment, perceived
usefulness, satisfaction, and continuance intention to use were
determined to be uni-dimensional factors, requiring the use of item
parcels in order to minimize any possible overweight on a partic-
ular variable in the hypothesized model (Kishton & Widaman,
1994). Item parceling was used to reduce measurement error by
combining individual items and using these combined items to
ensure the assumption of multivariate normality (Little,
Cunningham, Shahar, & Widaman, 2002).
Using AMOS, structural equation modeling (SEM) was con-
ducted to examine the structural relationships among expectation,
perceived enjoyment, perceived usefulness, satisfaction, and
continuance intention to use by evaluating the measurement
model and the structural model. The maximum likelihood esti-
mation was selected as an appropriate statistical estimation
method because all variables fit the normal distribution. The
goodness of fit indices used for this study were the minimum
sample discrepancy (CMIN, c2): Tucker-Lewis index (TLI),
comparative fit index (CFI), and root-mean-square error of
approximation (RMSEA).

3.3. Data analysis 4. Results

SPSS and AMOS were used to test the proposed hypotheses. Descriptive analysis was performed, including Skewness and
Using SPSS, the mean, standard deviation, Skewness, and Kurtosis Kurtosis. As can be seen in Table 2, the mean ranged from 3.34 to
were examined to confirm the normalized distribution of the 3.45, the standard deviation ranged from 1.16 to 1.24, Skewness
 Y.J. Joo et al. / Computers in Human Behavior 69 (2017) 83e90 87

ranged from |0.40| to |0.59|, and Kurtosis values ranged from |0.21|
to |0.54|. The collected data met the assumption of a multivariate
normal distribution, in that the values of Skewness were lower than
3 and the Kurtosis values were lower than 10 (Kline, 2010). The
correlations among the variables were statistically significant
(p < 0.05).
4.1. Measurement model
Before examining the structural model, the fitness of the mea-
surement model was evaluated by Maximum Likelihood. As seen in
Table 3, all fitness indices of the measurement model seemed
desirable (c2 ¼ 32.38; df ¼ 25; c2/df ¼ 1.30; TLI ¼ 0.99; CFI ¼ 0.99;
RMSEA ¼ 0.04). All factor-loading values of the items in the
confirmatory factor analysis were acceptable, ranging from 0.91 to
0.95. The results indicated the adequate validity of all the factors in
the measurement model.
4.2. Structural model
As the fitness index of the measurement model satisfied the
fitness index criteria and the estimate possibility of the structural
model was theoretically confirmed, the fitness of the initial
research model was estimated through a method of the maximum
likelihood estimation. In Table 4, the initial structural model pro-
vided a good fit to the data (c2 ¼ 45.17; df ¼ 27; c2/df ¼ 1.67;
TLI ¼ 0.98; CFI ¼ 0.99; RMSEA ¼ 0.07). To select the final model, the
hypothesized model and the revised model were compared (see
Table 5).
In order to test the hypotheses, the statistical significance of the
path coefficient among the variables was examined. Except one
path (perceived enjoyment / continuance intention to use), all
path coefficients were statistically significant. First, the effects of
expectation (b ¼ 0.93, t ¼ 16.54, p < 0.05) on perceived enjoyment
was statistically significant. Second, expectation (b ¼ 0.91, t ¼ 18.95,
p < 0.05) had significant effects on perceived usefulness. Third,
expectation (b ¼ 0.46, t ¼ 3.97, p < 0.05), perceived enjoyment
(b ¼ 0.20, t ¼ 2.34, p < 0.05) and perceived usefulness (b ¼ 0.35,
t ¼ 5.20, p < 0.05) also had significant effects on satisfaction. Lastly,
perceived usefulness (b ¼ 0.26, t ¼ 2.01, p < 0.05) and satisfaction
(b ¼ 0.77, t ¼ 3.60, p < 0.05) also had significant effects on
continuance intention to use, while the effect of perceived enjoy-
ment on continuance intention to use was not significant
(b ¼ 0.05, t ¼ 0.041, p > 0.05).
Based on the results from testing the hypotheses, a revised
model (Fig. 2) was created after removing one path (perceived
enjoyment / continuance intention to use), as the effects of
perceived enjoyment on continuance intention to use was not

Table 2
Descriptive statistics and inter-correlations for the variables (n ¼ 137).

Variables 1 2 3 4 5 6 7 8 9 10

1. Expectation 1 e
2. Expectation 2 0.91* e
3. Usefulness 1 0.83* 0.84* e
4. Usefulness 2 0.83* 0.82* 0.95* e
5. Enjoyment 1 0.86* 0.84* 0.86* 0.74* e
6. Enjoyment 2 0.83* 0.78* 0.77* 0.76* 0.89* e
7. Satisfaction 1 0.87* 0.87* 0.89* 0.88* 0.90* 0.83* e
8. Satisfaction 2 0.90* 0.89* 0.91* 0.88* 0.88* 0.82* 0.93* e
9. Continuance intention 1 0.86* 0.87* 0.90* 0.88* 0.86* 0.81* 0.89* 0.91* e
10. Continuance intention 2 0.83* 0.82* 0.86* 0.83* 0.81* 0.76* 0.85* 0.87* 0.89* e
Mean 3.40 3.42 3.37 3.36 3.35 3.45 3.39 3.34 3.35 3.37
Standard deviation 1.16 1.16 1.18 1.19 1.21 1.24 1.20 1.21 1.18 1.23
Skewness 0.52 0.56 0.48 0.48 0.40 0.59 0.55 0.51 0.42 0.43
Kurtosis 0.32 0.21 0.27 0.35 0.52 0.42 0.36 0.43 0.41 0.54
*
p < 0.05.

Table 3
Results of fitness examination of the measurement model (n ¼ 137).

c2 p df TLI CFI RMSEA (90% Confidence Interval)

Measurement model 32.38 0.14 25 0.99 0.99 0.04 (0.00e0.08)

Fit criteria e e >0.90 >0.90 <0.08

Table 4
Results of examination of fitness of the structural model (n ¼ 137).

c2 p df TLI CFI RMSEA (90% Confidence Interval)

Structural model 45.17 0.01 27 0.98 0.99 0.07 (0.03e0.10)

Fit criteria e e >0.90 >0.90 <0.08

Table 5
Results of fitness examination of the hypothesized and revised models (n ¼ 137).

c2 p df TLI CFI RMSEA (90% Confidence Interval)

Hypothesized model 45.17 0.02 27 0.98 0.99 0.07 (0.03e0.10)

Revised model 45.33 0.02 28 0.98 0.99 0.07 (0.03e0.10)
Fit criteria e e >0.90 >0.90 <0.08
88 Y.J. Joo et al. / Computers in Human Behavior 69 (2017) 83e90
Perceived
enjoyment
.93 .20
Expecta on
.49
.91
.35
Perceived
usefulness
Fig. 2. Revised model with standardized path coefficients.
significant in the hypothesized model.
A Chi-square statistic was conducted to examine the statistical
differences between the initial hypothesized model and the revised
model. The results revealed no significant differences between the
two models in terms of the goodness of fit (Dc2 ¼ 0.155, p ¼ 0.693),
thereby confirming the validity of the revised model as the final
model used in this study. The revised model presented a good fit to
the data (c2 ¼ 45.33; df ¼ 28; c2/df ¼ 1.62; TLI ¼ 0.98; CFI ¼ 0.99;
RMSEA ¼ 0.07).
The path coefficients in the revised model are summarized in
Table 6. The effects of expectation on perceived enjoyment and
perceived usefulness were b ¼ 0.93 (t ¼ 16.59, p < 0.05) and
b ¼ 0.91 (t ¼ 18.99, p < 0.05), respectively. The effects of expecta-
tion, perceived enjoyment and perceived usefulness on satisfaction
were b ¼ 0.47 (t ¼ 3.98, p < 0.05), b ¼ 0.20 (t ¼ 2.28, p < 0.05), and
b ¼ 0.35, (t ¼ 5.20, p < 0.05), respectively. Lastly, the effects of
perceived usefulness and satisfaction on continuance intention to
use were b ¼ 0.28 (t ¼ 2.65, p < 0.05) and b ¼ 0.71 (t ¼ 6.49,
p < 0.05).
The findings supported hypothesis 1, 2, and 3. Hypothesis 4 was
partially supported (perceived enjoyment is the only variable not
affecting continuance intention to use). Fig. 2 presented the revised
model with standardized path coefficients.
5. Discussion and conclusion
The current study examined the structural relationships among
expectation, perceived enjoyment, perceived usefulness, satisfac-
tion, and middle school students' continuance intention to use
digital textbooks, based on Bhattacherjee's (2001) expectation-
confirmation model. The main focus of this study is to investigate
students' the intention to use new digital media and service in the
educational context, not to justify using digital textbooks from
teachers and policy makers' perspectives. This study confirmed that
Table 6
Path coefficient estimate of the revised model (n ¼ 137).
Unstandardized coefficient (B)
Expectation / perceived enjoyment 0.96
Expectation / perceived usefulness 0.96
Expectation / satisfaction 0.49
Perceived enjoyment / satisfaction 0.20
Perceived usefulness / satisfaction 0.35
Perceived usefulness / continuance intention to use 0.27
Patisfaction / continuance intention to use 0.70
*
p < 0.05.
Sa sfac on Con nuance
.70
Inten on to use
.27
(a) the more expectations placed on digital textbooks is satisfied,
the higher the perception of enjoyment and usefulness is created,
(b) perceived enjoyment and perceived usefulness indirectly affect
continuance intention to use digital textbooks by mediating satis-
faction, (c) perceived usefulness and satisfaction directly influence
continuance intention to use, while perceived enjoyment did not
significantly affect continuance intention to use. The findings of the
current study supported the following implications.
First, the satisfied expectation on digital textbooks positively
influenced perceived enjoyment, supported by previous studies
(Kim, 2010; Lee, 2010; Lee & Kwon, 2011; Lin et al., 2005; Shiau &
Luo, 2013; Thong et al., 2006). This result implies that expectation
can be a predictor of perceived enjoyment in similar technology-
integrated learning environments such as a class using digital
textbooks. For instructional designs of digital textbooks, unique
contents with enjoyment should be considered from an early stage.
Also, it is important to establish supportive learning environments
for students to have a fun experience with the digital textbooks by
combining diverse motivational components with multimedia and
learning support functions.
Second, the perception of usefulness on digital textbooks was
increased when expectations were met. This same finding was
found in previous studies (Kim, 2010; Lee, 2010; Lee & Kwon, 2011;
Lin et al., 2005; Shiau & Luo, 2013; Thong et al., 2006). This result
suggests that expectation can play a critical role in perceiving the
usefulness of learning technologies (e.g., digital textbooks) in
technology-based learning environments. Considering the rela-
tionship between expectation and the perception of usefulness,
digital textbooks should be designed to provide useful contents and
helpful multimedia, which can meet learners' expectation by
analyzing the level of their expectations.
Third, expectation, perceived enjoyment and perceived useful-
ness positively influenced satisfaction on digital books in digital
textbook-integrated classes. In other words, learners with high
Standardized coefficient (b) S.E. t
0.93* 0.06 16.59
0.90* 0.05 18.947
0.47* 0.12 3.98
0.20* 0.09 2.28
0.35* 0.07 5.20
0.28* 0.10 2.65
0.71* 0.11 6.49
 Y.J. Joo et al. / Computers in Human Behavior 69 (2017) 83e90
levels of expectations, perceived enjoyment and perceived useful-
ness on digital textbooks were more likely to be satisfied with
digital textbooks. This finding is in accord with the findings of
previous studies (Jung & Jung, 2012; Sørebø et al., 2009). Particu-
larly, the result, expectation is a factor that affects satisfaction more
than other factors in the current study, is consistent with the
finding from Jung and Jung (2012); that expectation is the most
critical factor to use with different types of information systems.
The high quality of contents and service experienced from digital
textbooks should be maintained and enhanced to provide more
satisfied outcomes than students expect.
In addition, perceived usefulness and satisfaction positively
affected continuance intention to use digital textbooks. The find-
ings in this study indicate that satisfaction is a more powerful factor
influencing continuance intention to use than perceived usefulness,
supported by Thong et al. (2006). That is to say, even though
learners have positive perceptions of digital textbooks at first, they
would not continuously use digital textbooks when they were to
become dissatisfied with them. Thus, teachers should consider
learner satisfaction first in digital textbook-integrated classes.
On the other hand, perceived enjoyment did not significantly
affect continuance intention to use digital textbooks. This finding is
not consistent with previous research which claimed the significant
influence of perceived enjoyment on continuance intention to use
technology (Kim, 2010; Lin et al., 2005). The insignificant influence
of perceived enjoyment might be related to the learning context in
this study. Although portal or mobile services focus more on
enjoyment, digital textbooks in the current study paid more
attention to the function of learning as instructional media, which
implied that learners perceive digital textbooks less enjoyable than
other technologies for entertainment. However, perceived enjoy-
ment indirectly affected continuance intention to use digital text-
books by mediating satisfaction. Still, it needs to use instructional
strategies to internally motivate learners and to make them engage
in digital textbooks.
With technological development, digital textbooks were intro-
duced as a new learning media by combining diverse multimedia
components with the formats of existing textbooks. The signifi-
cance of this study is that it identified factors affecting continuance
intention to use digital textbooks for learners and newer genera-
tions who have experienced rapid changes in learning environ-
ments. Based on the expectation-confirmation model, this study
suggested strategies to increase continuance intention to use digital
textbooks by verifying the causal relationships between related
factors.
Based on the findings of this study, future research can be
conducted as follows. First, the findings herein cannot be general-
ized because the subject of the study was selected from students in
one middle school in Korea based on convenience sampling.
Further studies should consider multiple data sources to examine
similarities and differences with the current study. Second, digital
textbooks in this study were for English. Considering the charac-
teristics of different subject matters, researchers could conduct
studies on digital textbooks for other subjects, such as history, math
and science. Future studies could analyze students' impressions on
diverse interactive activities in digital textbooks in different courses
and compare different and similar effect of the interactions among
the subjects (e.g., English versus. Math). The current study also
included only three factors (expectation, perceived enjoyment,
perceived usefulness) affecting continuance intention to use digital
textbooks by mediating satisfaction. Other factors should be
included to observe different dynamics. For instance, the relation-
ships between digital textbooks and diverse factors (such as self-
efficacy, technology experience, self-directed learning level, the
invested time on studying with contents in digital textbooks, and
89
the frequency and time of interactions between classmates and
teachers) could be explored. Finally, this study can be extended to
more future research. Possible research topics include: if the use of
digital textbooks can improve the learning process of students; if
the students are able to retain more knowledge by using digital
textbooks than other media; and if the process of understanding
new concepts is easier in using digital books than traditional books
or other media.
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