MARK 977 quantitative report final version

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MARK 977Authentic Tasks-Quantitative Research

Factors impacting theadoption of e-books

among studentsBy

Thinh Nguyen Tran Quoc 4217329Liang BIAN 4041124YiLiang LIU 4328218Liang SHI 4222210

Yi WU (Jess) 4182418

Quantitative report – E-books adoption

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Executive Summary

The objective of this quantitative research is to analyse and

interpret the survey data on the adoption of e-book and its usage

for our client – Amazon. 200 survey samples had been collected by

using Qualtrics then the data and results had been input into

SPSS software. Several statistical analyses have been conducted

to help marketer identify valuable insights from e-books

adoption. Based on the analyses that our group concluded,

statistical findings have been transformed into marketing

decisions meanwhile overall recommendations have been suggested

as well. Our group also provides certain numbers of research

question and statistical hypothesize which are intended to be

addressed and justified via gaining an explicit understanding of

the research's objective as well as certain statistical

methodologies.

The research findings basically indicate that the gender of main

e-book user is female who are aged between 18-25 years old. In

the meantime, we also found that the majority of them are


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students who are undertaking the study with Commerce Faculty.

Furthermore, from respondents' point of view, it can be concluded

that the respondents have a positive attitude rating (M = 5.35)

towards a good number of students would use academic e-books in

the next 5 years. Additionally, the respondents seem to have a

positive attitude towards current using of e-books for particular

purposese (academic & recreational). Certain results could also

mirror that individual productivity of e-books users is partly

depended on their competency level in using computer technology.

Generally speaking, the tendency of e-books adoption is

increasing.

Certainly, there are limitations remaining in this research.

Firstly, the survey uses non-probability method to get data.

Secondly, major users are between 18~25 years old, who

comparatively have less capability of consumption. In the

meantime, marketers also need to consider how to improve the

advancement of product line in order to increase the demand of e-

books adoption in near future. Last but not least, marketers must

figure out certain ways to align smartphone applications with

users’ needs of protecting eyesight.

Table of content

Contents


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Executive Summary....................................................2Table of content.....................................................3

1. Introduction:.....................................................41.1. Research problem...............................................4

1.2. Research objectives............................................41.3. Research questions.............................................5

2. Literature review.................................................63. Methodology.......................................................8

3.1. Justification for use of survey technique......................83.2. Sampling technique.............................................8

3.3. Scaling technique..............................................84. Results...........................................................9

4.1. Demographic profile analysis...................................94.2. Descriptive analysis..........................................10

4.3. Hypothesis testing result.....................................115. Discussion and conclusion........................................17

6. References and appendices........................................19


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1. Introduction:

1.1. Research problemA research problem provides context for the study and

reveals what the researcher is trying to answer (Malhotra,

2010). Previous literatures explicitly revealed the

underlying implications and valuable views of adopting e-

book, as the contents Shelburne (2009) claimed in article –

‘E-book usage in an academic library: user attitudes and

behaviors’. Referring to real world problem, in a more

practical way, e-book seemingly lost its direction and

customer base since more advanced technologies and personal

terminal devices have been invented, platforms as

smartphone, tablet and even ‘rookie’ ultra-book has partly

occupied the market shares which are used to belong to e-

books product category. This can be interpreted as e-book

products are gradually tapping into the laggard or decline

stage of Product Life Cycle, e-books businesses definitely

need to be managed and healed. In order to solve this

practical problem of e-books adoption, marketing

researchers first must solve research question about how

user adopt/not adopt e-books. The main objective of this

quantitative report is exactly to analyse and interpret the

survey data on the adoption of e-books and its usage for

our client – Amazon. In this report, our group has prepared

a structured business report which includes research

objective & questions, methodologies, results and


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discussion sections with marketing implications, which are

taken from the transformed statistical findings. Several

statistical analyses have been conducted to help marketer

identify valuable insights from e-books adoption, analysis

including Frequency distribution & Cross Tabulation,

different T-tests, Regression and Factor Analysis.

1.2. Research objectivesThe general objective of this quantitative report is to

analyse and interpret the survey data on the adoption of e-

books and its usage for our client Amazon. The specific

research objective can be summarized by addressing the

following questions:

i) Gaining knowledge of how to increase the e-book

adoption and its users.

ii) Gaining a better understanding and insight of why

customer choosing e-books.

In this quantitative research, 200 survey samples have been

collected from both males and females respondents in UOW

campus. For marketing research, it is crucial to consider

objectives both on the corporate and project level at the

same time (Malhotra, 2010). Increasing sales of e-books and

understanding why consumers buy e-books, these two purposes

are simultaneously coordinated with corporate objectives.

In this way, marketing strategies can be efficiently

developed. For project objectives, certain factors are

included such as sampling the population, analysing data


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through using the most appropriate methods, and providing

the most valuable recommendations which are generated from

the results and findings. Furthermore, it is also important

to conduct valid and reliable research results which are

derived from specific research questions. Last but not

least, keep in mind the corporate objective of stimulating

e-books adoption and understanding the consumers’ needs

1.3. Research questionsIn order to meet the research objectives, several research

questions have been conducted and analysed through the

research:

RQ1: How many percentages of customer using e-books in term

of different faculty, gender and age?

RQ2: Are there any e-books categories more useful than

others?

RQ2.1: Do student from which faculty use e-books the most

for academic purpose?

RQ3.1: Will a good number of people adopt using e-books in

the next 5 years?

RQ3.1.2: Do people have a positive attitude toward using e-

books for academic purpose?

RQ3.1.3: Do people have a positive attitude toward using e-

books for recreational purpose?

RQ 4: Will males and females be different in using e-books

once the usage is established?


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RQ5: Which e-books’ benefits would better impact on

individual performance?

RQ6: Does the competency level in using computer technology

impact on improving individual productivity when using e-

books?

RQ7: Is there any underlying dimensions, or factors, that

explain the correlation among ten variables within e-books

usages?

2. Literature reviewE-book is widely popular among today’s university students.

This is a part that introducing some studies about the factors

affecting e-books adoption and use behavior to gain an

understanding of reader’s thinking toward e-books.

According to Foasberg’s (2011) research, he found that the

reason of e-book so attractive to college students include the

features such like light weight, ability to hold various

reading sources at the same time, and the speed with material

delivery. One the other hand, he also showed some

disadvantages of e-book such as unable to copy and paste

document, limited note-taking competencies (Foasberg, 2011).

There are some reasons for people adopt using e-books. A

research from Vanessa (2010) social cognitive learning theory


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which found Australian youths not to be influenced by

observing others when deciding to use e-book devices, a

potential reason is that the youth’s friends, family and

social network does not use e-book. Consequently, a reason for

the adoption of e-book devices by youth should be influenced

by their social network. Another research of adoption e-book

is examining why users develop resistance to e-books as

innovation. Ram (1987) indicated that most innovation research

is biased, restricting itself to by the adoption through a

‘pro-innovation bias’ (Rogers, 1995). He also argued that

study of innovation resistance is important, because

resistance to change is a normally response by users.

Moreover, Rogers also argued that there are five important

perceived attributes of innovation that influence the

decision-making process of e-book adoption, which include

relative advantages, compatibility, complexity, triability,

and observability (Lee, 2012). A study of library and

information science perspective of e-book adoption from Akter

(2013), it showed the respondents indicated that convenience

is an important factor and e-book should emulate the

functionality of the World Wide Web. In a further qualitative

study geosciences academics and graduate students, Foote and

Rupp-Serrano (2010) pointed out discipline-specific issues

such as high-quality graphics, ability to export graphics to

software and operate graphics are significantly related, and

the ease of outputting in various formats, provision of


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hyperlinks, and customization of content are important to

viability of e-books.

Christianson and Aucoin (2005) have another perspective about

topics that available in e-books and physical books which also

have an impact on the adoption of using e-books. More

specifically, those topics as library science are focused on

the use of traditional books when philosophy topics are

particular characteristic of e-books. They also pointed out

that although physical books were used more than new e-books

entrant, the e-book entrant has a higher average level than

traditional one.

Bennett and Landoni (2005) also found that new users usually

see the e-book industry as an adoption of new technology. The

advantages or attractiveness factors of an e-book are

described as searchability, portability, and environment

sustainability. It also described the disadvantages such as

onscreen reading, navigation issues, searching issues and

Digital Rights Management (DRM) issues (Shelburne, 2009).

However, Bennett (2005) also pointed out a certain number of

people are ‘still unaware of e-books even when their academic

libraries’ e-books holdings are high. Thus he attributed a

‘lack of promotion within the university’ to the lack of

knowledge on e-books and higher usage rates. Cynthia (2008)

also took a study of the attitudes of undergraduate students


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towards e-books, she found the majority respondents are

preferred to use traditional print books rather than e-books.

The factors act as key elements in the attributes of

undergraduate population are portability, navigation issues.

To sum up, from these researches we can find so many factors

that are influences e-books adoption among youth, college

students, librarian and other users or agents. As a

consequence, we can conclude that e-books are a new way for

people reading books rather than traditional way of reading

physical books. Besides, it does have some limitations that

cannot be regularly adopt all people in the world.

3. Methodology

3.1. Justification for use of survey techniqueThis survey is attempted to use a short online

questionnaire survey which include multiple choice question

and matrix table questions. This method we have chosen is

aim at right groups, college or university students who

potentially use e-books. Moreover, it also collect the


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right target groups information and responses by using of

descriptive research project which based on the sample

population. Additionally, we have also use quantitative

method to analyze e-books adoption to gain an understanding

of e-book adoption and marketing implication.The objective

of this report firstly is to gain knowledge of how to

increase the e-book adoption and users. Secondly, it help

to gain a better understanding of why customer choose e-

books, the analysis of quantitative data will show the

evidences of how customer think and response to adopt e-

books.

3.2. Sampling techniqueThe sample of the population is mainly acquired from the

faculty of commerce students. It offers a 200 sample size

and mostly people are aged between 18-33 ranges. On the

other hand, there is some limitations of sampling

techniques because it is only took account with demographic

issues, other elements such like time, energy, money issue

cannot be calculated.

3.3. Scaling techniqueLikert scale is used as a primary methodology in this

survey, it is a scale that require consumer to indicate a

degree of agreement or disagreement with each of a series

of statements related to the attitude object (Quester, et,

al, 2011). The respondents are required to choose the best

or worst degree range from 1 to 5 in a Likert scale


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technique. Also, the best-worst scaling method has the

advantage of not having numerical anchors, which can be

easier and more comfortable responded by respondents.There

are three important elements should be paid importance on

which are validity, reliability, and the level of

information (Malhotra, 2010). Validity refers to the extent

differences in the observed scores among the objects being

measured, Reliability is described as the extent to a scale

produces consistent results if repeated measurements are

made, the last must be planned is the level of information

required (Malhotra, 2010).

4. Results

4.1. Demographic profile analysis4.1.1. Research question 1: How many percentages of

customer using e-books in term of different faculty,

gender and age?

4.1.1.1. Variables used: Nominal scale for non-metric

data: Faculty (QD1), Gender (QD2), Age (QD4)

4.1.1.2. Statistical test conducted: Frequency

distribution

4.1.1.3. Analysis and finding: Nominal scale is used

only for question QD1, QD2, QD4. Based on the result

from frequency distribution table, 46% of male

respondents and 54% of female respondent using e-


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books are currently using e-books. It also indicate

female are the main respondents in this survey. On

the other side, some information based on age table,

most of e-books users are young customers when 94% of

respondents from 18 to 33 years old (62% from 18 to

25 and 32% from 26 to 33) while there are just 1%

from 34 to 41 years old, 4% from 42 to 49 years old

and 1% from over 58 years old using e-books. Finally,

some statistics from faculty data indicate that

commerce student are those people using e-books the

most with 62% of respondents, art students sometimes

also using e-books with 12% of respondents and 8% of

respondents studying in science faculty. The rest

(18%) come from other faculties.

4.1.1.4. Marketing decisions: Based on the result from

demographic variables testing, marketers from Amazon

can identify the main target customers that they

should focus on in their marketing communication or

other marketing activities. They are those people

from the young female customers under 33 years old

and they are currently or used to be commerce

students.

4.1.2. Research question 2: Are there any e-books

categories more useful than others?

4.1.2.1. Variables used: Nominal scale for non-metric

data: E-books categories usefulness (QM2)


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4.1.2.2. Statistical test conducted: Frequency

distribution

4.1.2.3. Analysis and finding: Based on result of

table, it shows that the most of respondents believe

that e-book for textbook usage is most important

(29%). The second most important factor is reference

works is with 21% agreement from respondents and the

last factor which is research monographs occupy 16%

of respondents. Finally, there are 29% respondents

show all book categories is useful in e-book.

4.1.2.4. Marketing decisions As Amazon Company, it is

necessary to provide more academic material such as

transferring more sources of information into e-books

format when they launch promotion to attract younger

groups, especially textbook to satisfy user’s need.

4.2. Descriptive analysis4.2.1. Research question: Do student from which faculty

use e-books the most for academic purpose?

4.2.1.1. Variables used: Nominal scale from non-metric

data: Faculty (QD1) and e-books academic purpose

(QM3)

4.2.1.2. Statistical test conducted: Cross tabulation

4.2.1.3. Analysis and finding: From the result of

cross tabulation table, we can generally conclude

that student from commerce faculty using e-books for

academic purpose more than students from other


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faculties. To be more detail, when comparing the

percentage of number of student from commerce faculty

using e-books for each type of academic purpose such

as study, research or teaching with percentage of

student from other faculties such as arts or science

or other faculties, the statistics indicate that

there are 56.7% student from commerce faculty, 10%

from art students, 6.7% science student and 26.7%

students from other faculties choose to use e-books

for studying purpose, 46.4% of commerce students,

17.9% from arts students, 10.7% from science faculty

and 25% from other faculty choose to use in research

purpose. 58.3%, 25%, 0%, 16.7% from commerce, arts,

science and other faculties respectively use e-books

for teaching. 82.8% from commerce student, 3.4% from

art, 10.3% from science and 3.4 from other faculty

use e-books for all academic purpose. The rest of

respondents (2% from commerce students) do not know

how to use e-books for academic purpose.

4.2.1.4. Marketing decisions: From these statistics,

marketers can see that most of people use e-books are

come from commerce faculty which means that the

company can consider how to integrate more sources of


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information or books that related to economic issues

into e-books format to attract those customers.

4.3. Hypothesis testing result4.3.1. Research question 1: Will a good number of people

adopt using e-books in the next 5 years?

4.3.1.1. Variables used: Interval scale for metric

data: Likelihood to use e-books (QM4)

4.3.1.2. Statistical test conducted: One Sample T-test

4.3.1.3. Analysis and finding:

Hypothesis development:

H0: M ≤ 4 (Negative or neutral)

HA: M > 4 (Positive)

α= 0.05

Statistical conclusion: The critical test value = 1.6525

(derived from the t-distribution table) and the

calculated test value = 14.165 (derived from SPSS output

above). The output indicates that there is a significant

difference in attitude toward a good number of students

will use academic e-book in the next 5 years against the

test value – t (199) = 14.165, p = 0.000 < 0.05. Thus,

the respondents seem to have a positive attitude rating

(M = 5.35) towards a good number of students will use

academic e-books in the next 5 years.

4.3.1.4. Marketing decisions: By conducting this

research question and hypothesis testing method, we

have a belief that in the near future most of people


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will use e-books as the new way for reading books. It

also implied that there will have large potential

market for e-books in the near future.

4.3.2. Research question 2: Do people have a positive

attitude in using e-books for academic purpose?


data: Using e-books for academic purpose (QM5)






α= 0.05


(derived from the t-distribution table) and the calculated

test value = 3.400 (derived from SPSS output above). The

output indicates that there won’t be a significant

difference in attitude toward using e-books for academic

purpose against the test value – t (199) = -3.400, p =

0.001 < 0.05. Thus, the respondents seem to have a positive

attitude towards currently using e-books for academic

purpose.

4.3.2.4. Marketing decisions: Due to the result from

testing hypothesis, we can conclude that people

generally have a positive attitude in using e-books

for academic purpose.


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4.3.3. Research question 3: Do people have a positive

attitude in using e-books for recreational purpose?


data: Using e-books for recreational purpose (QM6)






α= 0.05




above). The output indicates that there won’t be a

significant difference in attitude toward using e-books

for recreational purpose against the test value – t

(199) = -4.955, p = 0.000 < 0.05. Thus, the respondents

seem to have a positive attitude towards currently using

e-books for recreational purpose.

4.3.3.4. Marketing decisions: Due to the result from

testing hypothesis, we can conclude that people

generally also have a positive attitude in using e-

books for recreational purpose.

4.3.4. Research question 4: Will males and females be

different in using e-books once the usage is

established?


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4.3.4.1. Variables used: Parametric data and non-

parametric data:

Interval scale for metric data (dependent variable):

Likelihood to use e-books (QM4)

Nominal scale for non-parametric data (independent

variable): Gender (QD2)

4.3.4.2. Statistical test conducted: Independent

Samples T-test



H0: M = 0 (male and female have no difference in

continuing using e-book)

HA: M ≠ 0 (male and female have difference in continuing

using e-book)

α= 0.025



calculated test value = 0.813 (male) and 0.815 (female)

(derived from SPSS output above). No significant

difference exists between male (M = 5.74) and female (M

= 5.59) – t (198) = 0.813 and 0.815, p = 0.147 > 0.05.

In other words, the differences between the mean scores

are not statically significant. Thus, females and males

have similar attitude towards continuing to use e-books

rather than discontinue it.


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4.3.4.4. Marketing decisions: From the data in

independent samples T-test, we find that both males

and females customers have the same attitude in using

e-books in the near future.

4.3.5. Research question 5: Which e-books’ benefits have

greatest impact on individual performance?

4.3.5.1. Variables used:

Interval scale for metric data set 1:

Improving productivity (QM8_1)

Performing job better (QM8_2)

Interval scale for metric data set 2:

Improving productivity (QM8_1)

Accomplishing more works (QM8_3)

4.3.5.2. Statistical test conducted: Paired Samples T-

test


Hypothesis 1 development:

H0: M = 0 (No different between QM8_1 and QM8_2)

HA: M ≠ 0 (There is different between Qm8_1 and Qm8_2)

α= 0.025

Statistical conclusions: The critical test value = 1.9720


calculated test value = 3.903 (derived from SPSS outputs

above). There is significant difference between

respondents’ attitudes toward to e-books’ benefits which

are ‘E-books help me to improve my productivity’ (M =


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5.30) and ‘E-books help me to perform my job better’ (M

= 5.14) – t = 3.903, p < 0.05. Hence, the higher mean

score for variable 1 convince us productivity is a

better benefit for user rather than performing job

better.

Hypothesis 2 development:

H0: M = 0 (No different between QM8_1 and QM8_3)

HA: M ≠ 0 (There is different Qm8_1 and QM8_3)

α= 0.025

Statistical conclusions: The critical test value = 1.9720



above). There is significant difference between

respondents’ attitudes toward to e-books’ benefits which

are ‘E-books help me to improve my productivity’ (M =

5.30) and ‘E-books help me accomplish more work than

would otherwise be possible’ (M = 5.10) – t = 4.987, p <

0.05. Hence, the higher mean score for variable 1 also

convince us productivity is a better benefit for user

rather than the quantities of accomplished works.

4.3.5.4. Marketing decisions: Based on two separate

hypothesis testing to find out which benefits between

three variables that shown in the questionnaire, we

conclude that improving productivity is the best

benefits for user rather than accomplishing more

works and performing job better.


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4.3.6. Research question 6: Does the competency level in

using computer technology impact on improving individual

productivity when using e-books?


data:

Dependent variable: Competency level in using computer

technology (QM1)

Independent variable: Improving individual productivity

(QM8_1)

4.3.6.2. Statistical test conducted: Regression

Analysis


Hypothesis development for testing the significance of overall model:

H0: R2 = 0 (regression model is not significant)

HA: R2 > 0 (regression model is significant)

Hypothesis development for testing the impact of individual IV on DV:

H0: β = 0 (There is no impact of QM1 on QM8_1)

H1: β ≠ 0 (There is an impact of QM1 on QM8_1)

Statistical conclusions: Since P is less than 0.05, the study

accepts the alternative hypothesis (H1). Thus, the

overall regression model is significant. The independent

variable (competency level in using computer

technologies) explains a certain amount of variance of

the dependent variable (e-books help me to improve

productivity). There is an association between

individual productivity and competency level in using


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computer technologies. However, Coefficients table

indicates that P is less than 0.05 so the study accepts

the alternative hypothesis (H1). Thus, the competency

level in using computer technologies (X) has an impact

on individual productivity of e-books user (Y).

Moreover, based on model summary, R square indicates

that the competency level in using computer technologies

explains 9.6% variance of the productivity. According to

Cohen (1998), this is categorized as weak effect as R

square < 0.10. Finally, we can conclude that

relationship between competency level in using computer

technology and productivity improvement when using e-

books through the model:

Individual productivity of e-books user (Y) = a + b * (competency

level in using computer technologies (X))

Individual productivity of e-books user (Y) = 3.774 + 0.278 *

(competency level in using computer technologies (X))

4.3.6.4. Marketing decisions: Based on the finding in

regression analysis, we can see that individual

productivity of e-books users is partly depend on

their competency level in using computer technology.

4.3.7. Research question 7: Is there any underlying

dimensions, or factors, that explain the correlation

among ten variables within e-books usages?


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data: interdependent variables: E-books features

(QM7)

4.3.7.2. Statistical test conducted: Factor Analysis



H0: Variables are uncorrelated

HA: Variables are correlated

Statistical conclusion: The KMO value is greater than 0.5 which

indicate that the sample size is adequacy (Sample size

is appropriate. Thus the overall factor analysis is

valid). Additionally, in Bartlett’s test p < 0.05, hence

we accept alternative hypothesis (variables are

correlated, thus overall Factor Analysis is valid). The

SPSS result also reveals there are three factors whose

eigenvalues is greater than 1, thus we have factor 1

(2.754), factor 2 (1.839) and factor 3 (1.801). Finally,

rotated component matrix reveal three variables

(bookmark, annotate and highlight) which are having

loading greater than 0.5 under factor 1, three variables

(browse table of contents, browse index and search

across full text) are greater than 0.5 under factor 2

and four variables (copy, print, resolution images and

language translation) under factor 3. (0.50 loadings

indicate the minimum amount of variance that is

necessary to be included under a factor)


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4.3.7.4. Marketing decisions: Based on the results of

table, there are 3 biggest factors to explain why

people adopt using e-book:

Factor 1: Functionality (bookmark, annotate and

highlight information)

Factor 2: Convenience (browse table of content,

index, search across full text) Factor 3: Additional

extras (print, copy, high resolution, language

translation)

5. Discussion and conclusion5.1. Findings:

By using different research methods, there are many various

aspects from e-books adoption process have been revealed that

help company have a general overview about the current trends as

well as requirement for using e-books in near future. Based on

demographic profile analysis and descriptive analysis, marketing

practitioners from Amazon can consider young female customers who

study commerce as their primary target audience in their

marketing communication and impression on using e-books for

academic purpose can potentially be an ideal way to attract those

promising customers. It is also found that there will be a good

number of people are going to use e-books in near future

regardless their genders, and they use e-books not only for

academic purpose but also for relaxation activities as well.

Additionally, paired samples t-test reveals that productivity


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improvement is the greatest benefits in term of individual

performance and factor analysis indicate three biggest factors

which are functionality, ease to use and additional extra

contents to describe how people use e-books. Finally, regression

analysis shows that there is the relationship between user

competency level in using computer technology and productivity

improvement when using e-books.

5.2. Marketing implications:

Basically, various quantitative research and literature review

analysis help marketer identify many insights about e-books

adoption. First of all, by realizing social network is one of

main reason for adopting-books and combine with Akter

recommendation (2013) about emulating World Wide Web

functionality, it is necessary for e-books producers think about

how to change the e-books technology so that it can become more

attractive when compare to laptop or other internet accessed

devices. Moreover, by reviewing demographic analysis and

descriptive analysis, marketers now potentially have more new

ideas to attract their target customers when most of them are

young female people, such as providing more color choices,

redesign external appearance, or choosing suitable media platform

to deliver their marketing advertisements. Additionally,

according to Bennett’s analysis (2005) in literature review part,

the lack of e-books promotion within university also provide an

urgent need to carrying out more marketing activities to generate


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e-books adoption within young customers. Besides, company as

Amazon also has to think about the copyright issues in the

attempt to transfer sources of economic information from physical

books to e-books format due to the ease to copy and print

characteristics of e-books to adopt the increasing need of using

e-books for academic purpose of commerce students. On the other

side, marketers also need to think about how to corporate well

with company production departments in order to improve the

production line to adopt the increasing demand in the next 5

years. Furthermore, when people have both positive attitudes

toward using e-books for academic purpose and recreational

purpose regardless gender, it implies some insight such as

marketers can think about integrating some fiction and non-

fiction books or various kinds of video games as the default

programs or applications which focus on both these purposes when

people buy the new e-books device, or they can consider

transferring e-books device into tablet to increase the

attractiveness in customers’ eyes. In addition to, literature

review also reveal some issues from Foasberg’s finding (2011)

when he pointed out some current disadvantages of e-books is lack

of copy and paste function as computer or the limitation of note-

taking competencies which are belong to two of three biggest

factors as mentioned in factor analysis. If marketers can improve

drawbacks, they possibly generate new competitive advantages and

apply in marketing activities to attract customers effectively

and efficiently. Finally, the most interesting insight ideas


29 | P a g e

based on the relationship between user competency level in using

computer technology and using e-books for improving productivity.

The result provides both opportunity and challenge for company.

Although the relationship between computer technology competency

level and improving productivity is significant, the effect is

weak. This is the potential opportunity for company, if they can

improve this relationship, they can utilize them as the

competitive advantage to compete with other companies. However,

it also presents a problem when each people have the specific

level in using technology and the model in regression analysis

also indicate a big change in competency level of using computer

technologies is needed for a small change in improving

productivity. It implies that Amazon need to think about the

totally new innovation in their new product development process

which cost a lot of time and money that are able to utilize the

users’ level competency in computer technology more effectively

to contribute to improving productivity when designing the next

generation of e-books devices. Overall, it is obvious that

marketers can carry out various research methods to analyze e-

books adoption process from different perspectives, from then

they can acquire many insights in creating e-books adoption

strategies and developing competitive advantages for companies.

6. References and appendices6.1. References

Bennett, L., & Landoni, M. (2005). E-books in academic

libraries. The Electronic Library, 23(1), 9–16.


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Christianson, M. & Aucoin, M. (2005). Electronic or print

books: Which are used? Technical Services, Volume 29, Issue

1, pp 71-81.

Cynthia, G.L. (2008). "But I Want a Real Book": An

Investigation of Undergraduates' Usage and Attitudes toward

Electronic Books. Volume, 47, 3. Pp 266-273.

D’Ambra, J. Wilson, C.S. & Akter, S. (2013). Application of

the Task-Technology Fit Model to

Structure and Evaluate the Adoption of E-Booksby Academics.

Journal of the American Society For Information Science and

Technology. Dol: 10.1002/asi.

Foasberg, N.M. (2011). Adoption of e-book readers among

college students: a survey. Information Technology and

Libraries. American Library Association.

Foote, J.B., & Rupp-Serrano, K. (2010). Exploring e-book

usage among faculty and graduate students in the

geosciences: Results of a small survey and focus group

approach. Science and Technology Libraries, 29(3), 216–234.


31 | P a g e

Lee, S. (2012). An integrated adoption model for e-books in

a mobile environment: Evidence from South Korea. Telematics

and Informatics. Volume 30, Issue 2, pp 165-176.

Malhotra N. (2010). Marketing Research: An applied

orientation. 6th Ed, Pearson, New Jersey.

Quester, P., Neal, C., Pettigrew, S., and Hawkins, D.

(2011). Consumer Behaviour: Implications for Marketing

Strategy 6th Edition. McGraw Hill: Boston.

Ram, S., (1987). A model of innovation resistance. Advances

in Consumer Research XIV, 208–212.

Rogers, (1995). E.M. Rogers Diffusion of Innovations. 4th

ed. Free Press, New York (1995).

Shelburne, W.A. (2009). E-book usage in an academic

library: User attitudes and behaviors. Library Collections,

Acquisitions, & Technical Services, 33(2–3), 59–72.

Vanessa, R. (2010). Social Cognitive Theory and the

Adoption of e-Book Devices. International Journal of e-

Business Management, Vol. 4, No. 2.

6.2. Checklist for e-books adoption report

Identify the Specify the Data Proposed


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key research questions/ issues need tobe addressed (review surveyand consider what information has been collected.

survey questions thatcorrespond to the questions /issues identified.

characteristics (nominal, ordinal, ratioor interval) or (metric or non-metric)

statistical analysis technique/s

RQ 1: How many

percentages of

customer using

e-books in

term of

different

faculty,

gender, and

age?

QD1, QD2, QD4 Non-metric, and nominal values

Frequency Distribution

RQ 2: Are

there any e-

books

categories

more useful

than others?

QM2 Non-metric, and nominal values

Frequency Distribution

RQ 3: Do

student from

which faculty

use e-books

QD1, QM3 Non-metric andnominal values

Cross Tabulation


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the most for

academic

purpose?RQ 4: Will a

good number of

people adopt

using e-books

in the next 5

years?

RQ 5: Do

people have a

positive

attitude

toward using

e-books for

academic

purpose?

RQ 6: Do

people have a

positive

attitude

toward using

e-books for

recreational

purpose?

QM4, QM5, M6, One metric variable

One sample T-test

RQ 7: Will QM4, QD2, IV Independent T-


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males and

females be

different in

using e-books

once the usage

is

established?

(demographic factors) is non-metric, DV(continuing use) is metric, ratio scale

test

RQ 8: Which e-

books’

benefits would

better impact

on individual

performance?

QM8 Two metric variables

Paired sample T-test

RQ 9: Does the

competency

level in using

computer

technology

impact on

improving

individual

productivity

when using e-

books?

M1, M8_1, Two interval metric variables, IV (competency inusing e-books), DV (productivity)

Correlation & Regression Analysis

RQ 10: Is QM7 metric values, Factor


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there any

underlying

dimensions, or

factors, that

explain the

correlation

among ten

variables

within e-books

usages?

interval scale Analysis

6.3. Appendices:

RQ 1: How many percentages of customer using e-books in term of

different faculty, gender, and age?

Statistics

Gender


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N Valid 200

Missing 0

Mean 1.54

Median 2.00

Mode 2

Std. Deviation .500

Variance .250

Skewness -.162

Std. Error of Skewness

.172

Kurtosis -1.994

Std. Error of Kurtosis

.342

Range 1

Sum 308

GenderFrequen

cyPercen

tValidPercent

Cumulative Percent

Valid

Male 92 46.0 46.0 46.0Female

108 54.0 54.0 100.0

Total 200 100.0 100.0

Statistics

AgeN Valid 200

Missing 0


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Mean 1.51

Median 1.00

Mode 1

Std. Deviation .845

Variance .713

Skewness 2.546


.172

Kurtosis 8.576


.342

Range 5

Sum 302

AgeFrequen

cyPercen

tValidPercent

Cumulative Percent

Valid

18-25

124 62.0 62.0 62.0

26-33

64 32.0 32.0 94.0

34-41

2 1.0 1.0 95.0

42-49

8 4.0 4.0 99.0

58 + 2 1.0 1.0 100.0

Total

200 100.0 100.0

StatisticsTo which faculty do you belong?


38 | P a g e

N Valid 200

Missing 0

Mean 1.82

Median 1.00

Mode 1

Std. Deviation 1.181

Variance 1.395

Skewness 1.020


.172

Kurtosis -.649


.342

Range 3

Sum 364

To which faculty do you belong?Frequen

cyPercen

tValid

PercentCumulative Percent

Valid

Commerce

124 62.0 62.0 62.0

Arts 24 12.0 12.0 74.0Science 16 8.0 8.0 82.0Others 36 18.0 18.0 100.0Total 200 100.0 100.0

RQ 2: Are there any e-books categories more useful than others?

1. Statistics


39 | P a g e

In your opinion are there any particular e-book categories that will be more useful than others? Usefulness will be higher for..

N Valid 200

Missing 0

Mean 2.69

Median 3.00

Mode 1a

Std. Deviation 1.387

Variance 1.924

Skewness .297


.172

Kurtosis -.710


.342

Sum 538


40 | P a g e

a. Multiple modes exist. The smallest value is shown

In your opinion are there any particular e-bookcategories that will be more useful than others?

Usefulness will be higher for..

Frequency

Percent

ValidPercent

Cumulative Percent

Valid

Textbooks 58 29.0 29.0 29.0

Research monographs

32 16.0 16.0 45.0

Reference works

42 21.0 21.0 66.0

All book categories

58 29.0 29.0 95.0

No book categories

2 1.0 1.0 96.0

Don’t know 8 4.0 4.0 100.0

Total 200 100.0 100.0


41 | P a g e

RQ 3: Do student from which faculty use e-books the most for

academic purpose?

Case Processing Summary

Cases

Valid Missing Total

NPercen

t NPercen

t NPercen

tIn your opinionare thereparticularacademicpurposes wheree-books will bemore useful thanothers?Usefulness willbe greater in...* To whichfaculty do youbelong?

200 100.0% 0 .0% 200 100.0%

In your opinion are there particular academic purposes wheree-books will be more useful than others? Usefulness will be

greater in... * To which faculty do you belong?Crosstabulation

To which faculty doyou belong?

Total

Commerce Arts

Science

Others

In your Study Count 34 6 4 16 60


42 | P a g e


Cases

Valid Missing Total

NPercen

t NPercen

t NPercen

topinion arethereparticularacademicpurposeswhere e-books willbe moreuseful thanothers?Usefulnesswill begreaterin...

% within Inyour opinionare thereparticularacademicpurposeswhere e-bookswill be moreuseful thanothers?Usefulnesswill begreater in...

56.7% 10.0%

6.7% 26.7%

100.0%

% within Towhich facultydo youbelong?

27.4% 25.0%

25.0%

44.4%

30.0%

% of Total 17.0% 3.0% 2.0% 8.0% 30.0%

Resea Count 26 10 6 14 56


43 | P a g e


Cases

Valid Missing Total

NPercen

t NPercen

t NPercen

trch % within In

your opinionare thereparticularacademicpurposeswhere e-bookswill be moreuseful thanothers?Usefulnesswill begreater in...

46.4% 17.9%

10.7%

25.0%

100.0%


21.0% 41.7%

37.5%

38.9%

28.0%

% of Total 13.0% 5.0% 3.0% 7.0% 28.0%

Teach Count 14 6 0 4 24


44 | P a g e


Cases

Valid Missing Total

NPercen

t NPercen

t NPercen

ting % within In


58.3% 25.0%

.0% 16.7%

100.0%


11.3% 25.0%

.0% 11.1%

12.0%

% of Total 7.0% 3.0% .0% 2.0% 12.0%

All Count 48 2 6 2 58


45 | P a g e


Cases

Valid Missing Total

NPercen

t NPercen

t NPercen

tpurposes

% within Inyour opinionare thereparticularacademicpurposeswhere e-bookswill be moreuseful thanothers?Usefulnesswill begreater in...

82.8% 3.4% 10.3%

3.4% 100.0%


38.7% 8.3% 37.5%

5.6% 29.0%

% of Total 24.0% 1.0% 3.0% 1.0% 29.0%

Don’t Count 2 0 0 0 2


46 | P a g e


Cases

Valid Missing Total

NPercen

t NPercen

t NPercen

tknow % within In


100.0% .0% .0% .0% 100.0%


1.6% .0% .0% .0% 1.0%

% of Total 1.0% .0% .0% .0% 1.0%Total Count 124 24 16 36 200


47 | P a g e


Cases

Valid Missing Total

NPercen

t NPercen

t NPercen

t% within Inyour opinionare thereparticularacademicpurposeswhere e-bookswill be moreuseful thanothers?Usefulnesswill begreater in...

62.0% 12.0%

8.0% 18.0%

100.0%


100.0% 100.0%

100.0%

100.0%

100.0%

% of Total 62.0% 12.0%

8.0% 18.0%

100.0%


48 | P a g e

RQ 4: Will a good number of people adopt using e-books in the

next 5 years?


One-Sample Statistics

N MeanStd.

Deviation

Std.ErrorMean

A good number ofstudents will use academic e-books in the next 5 years.-Strongly Disagree: Strongly Agree

200 5.35 1.348 .095

49 | P a g e

One-Sample TestTest Value = 4

t df

Sig.(2-tailed)

MeanDifference

95%ConfidenceInterval of

theDifference

Lower UpperA good number of students will use academic e-books in thenext 5 years.-Strongly Disagree: Strongly Agree

14.165

199 .000 1.350 1.16 1.54

RQ 5: Do people have a positive attitude toward using e-books for

academic purpose?



N MeanStd.

Deviation

Std.ErrorMean

I currently use e-books for academic purposes.-Never:Always

200 3.61 1.622 .115


t df

Sig.(2-

tailed)

MeanDiffere

nce

95% ConfidenceInterval of the

DifferenceLower Upper

I currently use e-books for academicpurposes.-Never: Always

-3.400

199 .001 -.390 -.62 -.16

50 | P a g e

RQ 6: Do people have a positive attitude toward using e-books for

recreational purpose?


t df

Sig.(2-tailed)

MeanDifference

95% ConfidenceInterval of the

DifferenceLower Upper

I currently use e-books for recreationalpurposes.-Never: Always

-4.955

199

.000 -.710 -.99 -.43

RQ 7: Will males and females be different in using e-books once

the usage is established?



N MeanStd.

Deviation

Std.ErrorMean

I currently use e-books for recreational purposes.-Never:Always

200 3.29 2.026 .143

Group Statistics

Gender N Mean

Std.Deviation

Std.ErrorMean

I intend to continue using e-books rather than discontinueit.

Male 92 5.74 1.248 .130Female

108 5.59 1.290 .124

51 | P a g e

RQ 8: Which e-books’ benefits would better impact on individual

performance?


Independent Samples TestLevene'sTest forEquality

ofVariance

s t-test for Equality of Means

F Sig. t df

Sig.(2-tailed)

MeanDifference

Std.ErrorDifference

95%Confidenc

eIntervalof the

Difference

Lower

Upper

I intend to continue usinge-booksrather than dis continue it.

Equal variances assumed

.191.662 .81

3198 .41

7.147 .180 -.20

9.502

Equal variances not assumed

.815

194.796

.416

.147 .180 -.208

.501

Paired Samples Statistics

Mean NStd.

Deviation

Std.ErrorMean

Pair1

E-books help me to improve my productivity.

5.30 200 1.147 .081

E-books help me accomplish more work than would otherwise be possible.

5.10 200 1.147 .081

Paired Samples Correlations

NCorrelation Sig.

Pair1

E-books help me to improve my productivity. & E-books help me accomplish more work than would otherwise be possible.

200 .878 .000

52 | P a g e


Paired Samples TestPaired Differences

t df

Sig.(2-tailed)Mean

Std.Deviati

on

Std.Error

Mean


theDifference

LowerUpper

Pair1

E-books helpme to improve my productivity. - E-books help me accomplish more work than would otherwise bepossible.

.200 .567 .040 .121 .279 4.987

199

.000

Paired Samples Statistics

Mean NStd.

Deviation

Std.ErrorMean

Pair1

E-books help me to improve my productivity.

5.30 200 1.147 .081

E-books help me to perform my job better.

5.14 200 1.169 .083

Paired Samples Correlations

NCorrelation Sig.

Pair1

E-books help me to improve my productivity. & E-books help me to perform my job better.

200 .875 .000

53 | P a g e

RQ 9: Does the competency level in using computer technology

impact on improving individual productivity when using e-books?


Paired Samples TestPaired Differences

t df

Sig.(2-tailed)Mean

Std.Deviati

on

Std.ErrorMean


theDifference

LowerUpper

Pair1

E-books help me to improve my productivity. - E-books help me to perform my job better.

.160 .580 .041 .079 .241 3.903

199

.000

54 | P a g e

ANOVAb

ModelSum ofSquares df

MeanSquare F Sig.

1 Regression

25.181 1 25.181 21.053 .000a

Residual

236.819 198 1.196

Total 262.000 199Model Summary

Model R

RSquare

AdjustedR Square

Std.Error of

theEstimate

1 .310a .096 .092 1.094

a. Predictors: (Constant), How would you rate your competency in using computer technology?-Novice:Expert


Coefficientsa

Model

UnstandardizedCoefficients

Standardized

Coefficients

t Sig.BStd.Error Beta

1 (Constant) 3.774 .341 11.054 .000How would you rate your competency in using computer technology?-Novice:Expert

.278 .061 .310 4.588 .000

a. Dependent Variable: E-books help me to improve my productivity.

55 | P a g e

RQ 10: Is there any underlying dimensions, or factors, that

explain the correlation among ten variables within e-books

usages?

KMO and Bartlett's TestKaiser-Meyer-Olkin Measure of Sampling Adequacy.

.635

Bartlett's Test of Sphericity

Approx. Chi-Square

639.945

df 45

Sig. .000

Total Variance Explained

Component

InitialEigenvalues

Extraction Sumsof SquaredLoadings

Rotation Sums ofSquared Loadings

Total

% ofVariance

Cumulative %

Total

% ofVariance

Cumulative %

Total

% ofVariance

Cumulative %

1 2.75427.53

827.538 2.7

5427.538

27.538 2.232

22.316

22.316

2 1.83918.39

345.931 1.8

3918.393

45.931 2.215

22.154

44.470

3 1.80118.01

063.941 1.8

0118.010

63.941 1.947

19.471

63.941

4 .941 9.411 73.3525 .682 6.817 80.1686 .592 5.919 86.0877 .523 5.226 91.3138 .407 4.065 95.3799 .281 2.810 98.18910 .181 1.811 100.00

0


Rotated Component Matrixa

Component1 2 3

Bookmark .678 .226 .062Annotate .928 .053 .062Highlight .891 -.046 .044Copy .176 .227 .704Print (whole or part)

-.209 -.119 .781

Browse table of contents

.086 .886 -.007

Browse Index .045 .803 -.057Search across full text

.089 .774 .179

View high resolution images

.041 .212 .716

Translate to another language

.155 -.142 .532

56 | P a g e


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MARK 977 quantitative report final version