PRINTED TEXTBOOKS OR E-BOOKS? UNDERSTANDING STUDENTS’ PREFERENCES THROUGH AN EXTENDED TECHNOLOGY ACCEPTANCE MODEL
DOI:
https://doi.org/10.35631/AIJBES.829038Keywords:
Printed Textbooks, E-Books, Student Preference, Technology Acceptance Model, Higher EducationAbstract
The study explored the preference of undergraduate students for printed textbooks and e-books and the influence of Perceived Convenience, Perceived Usefulness, Reading Comfort, Cost Effectiveness and Technology Readiness on the preference. Unlike previous studies that primarily compare usage patterns, this study simultaneously examines technological, cognitive and economic determinants of textbook format preferences among accounting students. A quantitative cross-sectional survey was undertaken on 324 undergraduate accounting students at Universiti Teknologi MARA (UiTM) Perak Branch using a standardized questionnaire. Descriptive statistics, Pearson correlation and multiple linear regression were used to analyse the data. Results showed that students still preferred printed textbooks over e-books even as e-books became more available. However, Perceived Usefulness was the largest predictor of students’ preference for e-books followed by Technology Readiness, Reading Comfort, Cost Effectiveness and Perceived Convenience. The data imply that students are not rejecting e-books or clinging to a preference for printed textbooks because they are resistant to technology. Rather, they think on the functional benefits of e-books compared to the cognitive and sensory benefits of printed textbooks. The findings extend the Technology Acceptance Model by demonstrating that technology acceptance alone does not determine learning resource preferences. The experiential factors such as reading comfort continue to influence students' choices. This study offers practical insights into the design of balanced student-centred learning environments that integrate printed and digital learning resources.
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