{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,12,5]],"date-time":"2025-12-05T12:13:23Z","timestamp":1764936803719,"version":"3.41.2"},"reference-count":51,"publisher":"Emerald","issue":"4","license":[{"start":{"date-parts":[[2015,11,16]],"date-time":"2015-11-16T00:00:00Z","timestamp":1447632000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2015,11,16]]},"abstract":"\n Purpose<\/jats:title>\n \u2013 Mobile handheld e-readers, such as the iPad and Kindle, have gained increased attention in schools and are becoming useful as a tool to attract students to learn and read. Although the benefits of mobile learning are clear, few studies have delved into the specific factors impacting the adoption and use of e-readers among elementary students. Moreover, the question of whether learning with e-readers can enhance reading comprehension remains unanswered. Given these facts, the study has a dual purpose. In order to explore the above-mentioned factors, the authors base the proposed research model on the task-technology fit (TTF) and self-efficacy theories, along with the technology acceptance model. Second, the authors examine the relationship between reading with e-readers and reading comprehension. The paper aims to discuss these issues. <\/jats:p>\n <\/jats:sec>\n \n Design\/methodology\/approach<\/jats:title>\n \u2013 A sample of 60 third grade children participated in the study. The reading material used in this research was an e-book edition of the Chinese printed storybook Missing Grandmother. The causal model was validated using SmartPLS 2.0. In addition, this research used the SPSS statistical software package (SPSS for Windows, 17.0) to conduct a t<\/jats:italic>-test and analysis of variance with a confidence level of 95 percent. <\/jats:p>\n <\/jats:sec>\n \n Findings<\/jats:title>\n \u2013 All eight study hypotheses were supported. The results indicate that TTF and mobile learning self-efficacy have the most significant influence on intention to learn with e-readers. The authors also found that children\u2019s reading comprehension is enhanced in an e-book reading group. The analysis revealed no gender differences in reading comprehension. <\/jats:p>\n <\/jats:sec>\n \n Originality\/value<\/jats:title>\n \u2013 This study explored factors which increase children\u2019s intention to learn with e-readers. The proposed model helps the authors to understand the influence of mobile learning self-efficacy, perceived usefulness, perceived ease of use, and TTF on this intention. The authors also compared e-books and p-books in regards to usability and found that e-book reading can improve third grade children\u2019s reading comprehension. The authors found no gender differences in either the p-book reading group or the e-book reading group.<\/jats:p>\n <\/jats:sec>","DOI":"10.1108\/lht-04-2015-0038","type":"journal-article","created":{"date-parts":[[2015,11,6]],"date-time":"2015-11-06T06:58:35Z","timestamp":1446793115000},"page":"584-596","source":"Crossref","is-referenced-by-count":10,"title":["How do we inspire children to learn with e-readers?"],"prefix":"10.1108","volume":"33","author":[{"given":"Kuo-Lun","family":"Hsiao","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Chia-Chen","family":"Chen","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"140","reference":[{"key":"key2020121923495506200_b1","unstructured":"Bandura, A.\n (1986), \n Social Foundations of Thought and Action\n , Prentice-Hall, Englewood Cliffs, NJ."},{"key":"key2020121923495506200_b2","unstructured":"Barlow, S.\n and \n Skidmore, S.\n (2010), \u201cTo e or not to e? 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