Students' expectation, satisfaction, and continuance intention to use digital textbooks

The purpose of this study was to investigate the structural relationships among students' expectation, perceived enjoyment, perceived usefulness, satisfaction, and continuance intention to use digital textbooks in middle school, based on Bhattacherjee's (2001) expectation-confirmation model. The subjects of this study were Korean middle school students taking an English class taught by a digital textbook in E 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) satisfaction plays a mediating role in linking expectation, perceived enjoyment and usefulness, and continuance intention to use digital textbooks, (c) perceived usefulness and satisfaction have a direct and 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. The satisfied expectation on digital textbooks influenced perceived enjoyment and usefulness.The perception of usefulness on digital textbooks was increased when expectations were met.Expectation, perceived enjoyment and usefulness influenced satisfaction on digital books.Perceived usefulness and satisfaction affected continuance intention to use digital textbooks.Perceived enjoyment did not affect continuance intention to use digital textbooks.