Knowledge Management & E-Learning: An International Journal (KM&EL), Vol 9, No 2 (2017)

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Measuring the moderating influence of gender on the acceptance of e-book amongst mathematics and statistics students at universities in Libya

Asma Mohmead Smeda, Mohd Fairuz Shiratuddin, Kok Wai Wong


The success of using any types of technology in education depends on a large extent of the acceptance of information technology (IT) by students. Therefore, understanding the factors influencing the acceptance of electronic book (e-book) is essential for decision-makers and those interested in the e-book industry. Based on an extended technology acceptance model (TAM), this paper examines the impact of some factors on the students’ behavioural intention (BI) toward adoption of the e-book in mathematics and statistics. This paper also investigates the effect of gender differences on the relationship between the factors affecting the acceptance of e-book. A self-administered survey was used to collect data from 392 mathematics and statistics undergraduate students. The research model has shown that the factors related to the social factor and users’ characteristics are the critical factors that affect the acceptance of the e-book. The results also indicated that perceived usefulness (PU), perceived ease of use (PEOU) and students’ attitude (AU) have strongly affected students’ BI. Self-efficacy (SE) has a significant impact on PEOU while social influence (SI) has a significant influence on students’ AU. Moreover, the results confirmed that most of the TAM constructs were significant in both models (males and females), where there are no differences between males and females; however, only PEOU has been affected by the gender moderator. The results showed that the impact of the factor of SI on females was more than males. On the other hand, female students were more confident in the use of the e-book than males. In general, the female students’ model was more powerful in explaining the variance than males’ model.

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Knowledge Management & E-Learning: An International Journal (KM&EL)
ISSN 2073-7904


Maintained and Developed by:

Laboratory for Knowledge Management & E-Learning

Faculty of Education, The University of Hong Kong