Factors Influencing Students’ Intention to Use E-Textbooks and Their Impact on Academic Achievement in Bilingual Environment: An Empirical Study Jordan

Abstract

E-textbooks are becoming increasingly important in the learning and teaching environments as the globe shifts to online learning. The key topic is what elements influence students’ behavioral desire to use e-textbooks, and how the whole operation affects academic achievement when using e-textbooks. This research aims to investigate the various factors that influence the behavioral intention to use an e-textbook, which in turn influences academic achievement in a bilingual academic environment. The research model was empirically validated using survey data from 625 e-textbook users from bilingual academic institutes from Jordan. Structural equation modeling (SEM) analysis was employed to test the research hypotheses by using Amos 20. To validate the results, artificial intelligence (AI) was employed via five machine learning (ML) techniques: artificial neural network (ANN), linear regression, and sequential minimal optimization algorithm for support vector machine (SMO), bagging with REFTree model, and random forest. The empirical results offer several key findings. First, the behavioral intention of using an e-textbook positively influences academic achievement. Second, attitude toward e-textbooks, subjective norms toward e-textbooks, and perceived behavior control toward e-textbooks positively influence behavioral intention toward using e-textbooks. Attitude toward using e-textbooks and perceived behavioral control both are positively influenced by independent factors. This study contributes to the literature by theorizing and empirically testing the impacts of e-textbooks on the academic achievement of university students in a bilingual environment in Jordan.