RESEARCH PROJECT REPORT

ON

“EFFECTS AND IMPLICATIONS OF EBOOKS

ON STUDENTS”

Submitted to

Priyanka Sharma

Assistant Professor, MBA

DEPARTMENT OF MANAGEMENT STUDIES
PES UNIVERSITY, BENGALURU 560085

Submitted by

SINDHU MGA (PES1201802520)

ADITHI KHAMITKAR (PES1201802677)
PANNAGA BHATTA AR (PES1201802515)
JYOTI ALUR (PES1201802621)
SRIJANI SATHEESH KUNDER (PES1201802408)
DHRUV RAO (PES1201802627)
 CONTENTS
CHAPTER TOPIC PG NO.
1 Introduction 3
2 Literature Review 4
3 Research Design 11
A. Problem Statement 11
B. Objectives 12
C. Research Methodology 12
4 Result of Analysis And Interpretation 15
Descriptive Analysis 15
Hypothesis test 19
Multiple Response Test 22
5 Summary of Findings 26
6 Conclusion 28
7 Suggestions 29
6 References 31
7 Annexure 32

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CHAPTER 1: INTRODUCTION

In the age of the Internet, everything has become accessible. Any information that only two
decades ago was under seven locks today can pop up on anyone’s computer screen. Given
that the Internet has presented us with an easy access to any data, books have no longer
become something that is hard to find. Besides, we also don’t have to pay for an actual book,
but instead, we can read or even listen to a book online.

For our convenience, many companies such as Amazon Kindle, Airbook or Globex have
invented and produced a so-called pocketbook, which has become a handy device that we can
take anywhere. But the best advantage often preferred by students is that e-books portable
and extremely versatile. Students can download a textbook or a research. Students can even
upload a college paper without having to print it, show it to the professor and make any
changes in it immediately.

E-books are excellent for helping students with disabilities to read. For example, every digital
reading device has the ability to change font sizes and other attributes of the text, making the
process easier for disabled students. Some e-books have the ability to convert text to speech,
which also can be helpful to engage students with vision impairments. This function allows
generating an audiobook, so educators can use it for students who prefer to hear stories in
addition to reading them.

According to a study published in Social and Behavioural Sciences, students benefit greatly
from using e-books, both in physical and mental aspects. While they don’t have to carry an
enormous weight of dozens of textbooks, they also have greater learning autonomy, as they
can independently download and study the books they’re interested in.

A study from Johnson & Wales University with over 80 participants has proven that using e-
books during classes has granted students with a greater flexibility. Some opponents of using
electronic readers in the classroom claim that a lack of textbooks in digital format is a
significant challenge that has not been overcome yet. However, with the rising popularity of
reading using digital devices, this is no longer a problem.

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CHAPTER 2: LITERATURE REVIEW

1. Julie Gilbert and Barbara Fister (2015), Students express a fairly high interest in
eBooks, although not without raising significant concerns. While students appreciate
the ease of access provided by e-books, many imagine that research would be more
difficult using e-books. Results will help the library better evaluate e-book options
and navigate possible issues related to implementation. Though libraries face a
number of challenges with e-books, such as how to align limited resources with new
collection options, provide an integrated discovery system, market new resources, and
educate users about the quirks of various platforms, we also need to know more about
how our community members actually use the content we provide.

2. Jeff Staiger (2012), The two main advantages of e-books cited by library patrons
surveyed by the studies were searchability and around-the-clock availability. The
most frequently cited disadvantages were difficulty of navigation and loss of ability to
perform customary research practices such as perusing and shelf-browsing because of
e-books' lack of physicality. Of all the changes the digital age has brought and will
continue to bring to libraries, e-books have the potential to be the most drastic. The e-
book is not just another way of conveying content that might otherwise be presented
in physical form; the translation of the text of a book into digital format can be
expected to alter, in subtle ways that we are only beginning to understand, one's
fundamental experience of that content.

3. Irene Picton (2014), Academic and media interest in the difference between reading
in print and reading on screen has grown as devices and software facilitating reading
on screen become a greater part of everyday life, leading to a growing field of
observation exploring the relationship between children’s reading on screen and their
reading skills and behaviour. While, until recently, the quality and quantity of eBooks
for children has not been sufficient to provide material for large-scale longitudinal
studies, many aspects of reading on screen have been explored in a range of
international and national research.

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 4. Vera Nkiruka Akpokodje & Scholastica Chizoma Ukwuoma (2016), The
considerable number of users found eBooks useful with quick access ability and use
on the go, anywhere and everywhere. Again, the study also revealed that most eBook
users on campus use it for the purpose of research (56.1%) and study (56.8%). Many
of the students are motivated to use e-books because of its convenience of reading
from the comfort of their home, saves their time and the e-books are searchable. This
has helped the students to develop good reading habit, increase their reading time and
makes them to read more books. The students were motivated to use e-books because
they could read them at the comfort of their homes, it saved a lot of time for them and
these books were so easy to search and had created a lot of impact as many of them
agreed that it had improved their reading habits, increase the volumes of books they
read and helps them to understand the text.

5. Casey L. Wells (2012), Electronic books were found to have no effect on the reading
comprehension and motivation of middle and high school students. These results
suggest the time for transition to the electronic format has arrived. The decreased cost,
maintenance, environmental impact, and portability offered using the electronic
format, along with a statistical analysis displaying how this transition does not
adversely affect student academic achievement, provides sufficient incentive for
schools to make the electronic transition if they are technologically equipped to do so.

6. Nancy M. Foasberg (2011), While many college students express an interest in e-

readers, and even those who do not own one believe that their portability and
convenience offer valuable advantages, only a small percentage of students, many of
whom are early adopters of technology in general, actually use one. It is important to
research the differences between the reading habits of students who own e-readers and
those who do not, as this may prove useful in interpreting the survey data about types
of reading done with different kinds of e-books.

7. Kuo-Lun Hsiao (2015), The experiment demonstrated that students enjoyed

reading the electronic medium more than the paperback alternative. Students did,
however, finish reading the paperback book in a significantly shorter time. 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.

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 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. Mobile learning self-efficacy have the most significant
influence on intention to learn with e-readers. Children’s reading comprehension
is enhanced in an e-book reading group.

8. Talnes & Janine Rose J (2013), E-books serves as a teacher for the students who
want to achieve a certain goal in life and its way to accomplish that, is to study hard
the contexts of their learning which can be found in books. However, the world is
becoming indulged in the technologies that help us to lessen effort and are pleasant in
our eyes; this paved the way to tablets and e-books. Before, students and professionals
carry their books within their bags and hands in order for them to bring it somewhere
else they needed it, but because of the technology of e-books, a whole book can now
be downloaded and transferred into a tablet which can accommodate not just one but a
lot more at least storable in its memory.

9. Norshuhada Shiratuddin, Monica Landoni & Forbes Gibb (2013), The potential
for distance learning students to use e-books is explored. E-books are gaining wider
interest since the introduction of portable electronic reading devices and software-
based readers that provide users with more realistic book reading experiences. The
use of e-books to improve the interaction between educators and distance learning
students in terms of access to teaching and learning materials and submission of
assignments is also demonstrated.

10. Barry W. Cull (2011), While the Internet is a text–saturated world, reading online
screens tends to be significantly different from reading printed text. Internet video
streaming did not replace television, which did not replace radio before that. Print
appears likely to remain alive for the foreseeable future, especially among some
specific social groups, such as students within the reading class. Today we have
immediate access to more recorded information than ever before in history. However,
assuming that we desire knowledge to be housed in the human brain as well as inside
technological gadgets and data store clouds, it must always be remembered that
accessing information and the acquisition of knowledge are two different phenomena.

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 11. University of Texas (2017), While electronic books, or e-books, have been in
existence for years, the popularity of e-readers and tablets, as well as the growth of
electronic publishing, has dramatically increased in recent years. Consequently,
students have access to a greater variety of e-books than ever before. E-books seem to
promote literacy development among certain school-age children and adults. The
technological aspect of reading digital texts by way of an e-reader appeals to a
growing segment of the population. While there isn’t conclusive evidence on the
efficacy of e-books, studies indicate that today’s children are turning to them more
and more.

12. Deanna Long & Szabo (2016), Today’s students are digital natives. This means that
they have been raised with access to a variety of technology and have spent many
hours using such devices as computers, video games, digital music players, i-Pads, E-
readers, and cell phones. Many articles have been published that state our students
learn differently than those students of the past. Twenty-first century students are
surrounded by technology that brings the world to their fingertips and many have
been surrounded by technology since they were babies. Consequently, it is important
for classroom teachers to integrate technology into their daily lessons, as students
were more likely to be engaged in classroom activities when technology was used in
the classroom. Thus, technology integration into daily reading instruction has the
potential to change the attitudes of unmotivated readers.

13. Ralph C. Wilson (2011), Electronic books motivate and engage all students, help
strengthen struggling readers’ text comprehension, provide supportive features for
word reading, but also have potentially distracting features. Therefore, teachers
should use e-books in the classroom to foster technology and literacy skills and
motivate struggling and reluctant readers, but must carefully select texts and train
students on their use. Older students may have used additional features such as
underlining and note taking capabilities to increase their comprehension that are not
present in electronic texts for younger students and would also be able to better
verbalize and discuss which features helped or hindered their reading process.

14. John Kelly (2016), In this technological era, the eBooks are very popular among
students and it has made online education even more interesting, convenient and

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 affordable. Purchasing and downloading eBooks is now very simple and easy for
students that can be done by the Internet. In fact, it is precisely like buying any other
product or a printed textbook from a shop. However, the only difference is that you’ll
not have to go physically to a physical shop. You can acquire your relevant eBook by
paying online and the following payment, you will be able to download a page or a
complete book. Indeed, eBook makes easy your academic life and you can now read
and review your topic at home and write your assigned writing project.

15. Noorhidawati Abdullah (2016), This survey found that e‐book awareness and the
level of e‐book usage amongst students was lower than anticipated: 57 per cent of
students were not aware of the availability of e‐books from the library and 60 per
cent of them had not used an e‐book. Non‐users commented that e‐books were not
widely advertised or promoted. Despite the low levels of e‐book awareness and
usage non‐e‐book users indicated their desire to learn more about e‐books.

16. Charleston Library Conference (2016), This project focuses on comparing the
results of two surveys conducted on e‐book usability at college and university
libraries across the state of Florida. The first survey was carried out by librarians from
the University of Florida in 2009 and provided benchmark responses for similar
questions asked in a follow‐up survey completed in 2014. Results of the two surveys
conducted five years apart are an enlightening snapshot of user feedback on e‐book
usability, while providing insight on key issues and trends in e‐book use. In addition
to measuring side‐by‐side results of the two Florida surveys, the paper frames this
comparison in a broader context by drawing upon data taken from other surveys
published on e‐book use in academic libraries.

17. McLure M & Hoseth A (2012), These librarians from Colorado State University
examined student and staff attitudes toward eBooks by looking at usage data and
conducting a survey. I thought it was interesting that they linked to the survey from all
EBL records in their catalogue. Users encountered the survey as a popup window
when they attempted to access the full text of EBL e-books from individual title
records in either of the libraries’ two catalogue interfaces, Sage and Discovery. 54%
of undergrads, 50% of grad students, 37% of faculty and 35% of staff were accessing

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 an eBook for the very first time and 73% reported that the subject matter covered in
the book was the reason for accessing it.

18. Richardson J.V & Mahmood K (2012), This article offers a “user driven”
comparison of the top five leading eBook readers.” They had four reference service
students discuss their desired eBook reader features in order to design their
questionnaire which they sent out to 192 graduates’ students at UCLA. They received
81 responses to their survey and then asked those same students to volunteer for an
ethnographic journaling study. Eight students agreed to participate in this part of the
study where they lived with each of the five chosen eBook readers for a weekend or
longer and write about their experience. Only 41% of survey respondents owned an
eBook reader, with most owning a Kindle (46.9%) or an iPad (37.5%).

19. Rojeski M (2012), This study looked at the efficacy of a pilot program to buy eBooks
for course reserves and link them in the LMS. Their sample size is one tiny class of 15
students, but the methods they used were interesting. They surveyed students in this
class (who had half of their required readings as print textbooks on reserve and half as
eBooks) at the start and end of term. They also did a focus group in class where they
described what they liked and didn’t like about the eBook experience. While the
results are marred by the tiny sample size, it does suggest some features that are
valuable to students such as the ability to download text, compatibility with eBook
readers, searching within the text, unlimited simultaneous users,
annotating/highlighting, interface, and bringing and referring to texts in class.

20. Stern D (2010), While many academic libraries are still exploring the utility and
acceptance of ebooks, either as replacements or supplements to paper monographs, it
is not too early to begin considering the implementation issues for consortial
purchases and/or leases of eBooks. These considerations add new layers and entirely
new elements to the already complex eBook models still under exploration by
individual libraries. While electronic books have been available for a number of years,
there is still little agreement about best practices, with many possible variations that
make selection, payment, cataloguing, searching, and presentation extremely
complex.

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 21. D’ambra, J, Wilson C. S, & Akhter S (2013), This study uses the task technology
fit (TTF) model to explore the interrelationships of eBooks, the affordances offered
by smart readers, the information needs of academics, and the “fit” of technology to
tasks as well as performance. It is proposed that the adoption of eBooks will be
dependent on how academics perceive the fit of this new medium to the tasks they
undertake as well as what added value functionality is delivered by the information
technology that delivers the content. The study used content analysis and an online
survey, administered to the faculty in Medicine, Science and Engineering at the
University of New South Wales, to identify the attributes of a TTF construct of
eBooks in academic settings.

22. Jessica E. Moyer (2011), Another corporate study of college students and e-books
finds that e-book and e-book readers have yet to really catch on with college students,
with most digital texts being purchased for class and a low level of e-book reader
ownership.92 This doesn’t necessarily mean that college students don’t like e-books,
just that they currently don’t have a lot of access to them, which may very well be a
function of the limited disposable income of college students and the still substantial
prices of dedicated e-book readers.

23. Edward W. Walton (2013), As an innovation, the e-book purports to replace the
printed book. However, students continue to indicate a preference for using printed
books. Nevertheless, many academic libraries report e-book use rates equal to or
greater than that of the printed book. The availability of the printed book also proved
to be a negative factor in the use of e-books. Textbook use and reading assigned
readings were unrelated to their choice to use an e-book. When available, students
chose to use the printed book; however, when the e-book was the only format
available, they used it.

24. Hakan Dundar & Murat Akcayir (2012), There has been a significant increase in
the preference for e-books for both personal and professional development. In the
field of education, computer technology continues to expand its sphere of influence
through various applications and projects. Interactive applications in education, such
as the utilization of enriched texts in courses, suggest that the effectiveness of
computer technologies will increase in educational environments.

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CHAPTER 3: RESEARCH DESIGN

A. Statement of Problem:

Technology is taking over us. It is all around us. Right from our workplace up until our daily
needs, everything is being taken care of by technology. This everything includes the books
we read too. People are not only choosy about what they read but the medium that they use to
read has also become important. Thus, in other words the world is observing a shift in
people’s reading habits; from traditional books to eBooks.

This shift in medium of reading using has a pace of its own. In order to determine the pace of
shift we need to determine the level of awareness that people have. This study aims to
address this issue as a part of the research.

The next factor that has to be considered is the frequency at which people use the eBooks. In
order to address this question, this study has aimed to include all kinds of people into its
sample space. The reading habits of the responders have been observed. Lastly whether these
readers prefer eBooks or whether they prefer traditional books is also observed.

Another important aspect pertaining to eBooks are the sources from where they are obtained.
eBooks can be obtained from different sources. Some of them are free titles, paid
subscriptions, borrowing, etc. This study aims to determine what are the primary sources that
students rely on to obtain their eBooks.

Finally, the last are which this study tries to explore is the level of satisfaction that students
have experienced through their eBook experience. In order to find this, students were asked
to rate their experiences on a Likert’s scale. Also, suggestions have been taken regarding how
the eBook experience can be improved.

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B. Objectives of the Study: In a broad sense this study aims to analyse the effects and
implications of eBooks on students. This is done by the finding out the following:

 Awareness about the concept of eBooks among students

 Frequency at which eBooks are used by the students
 Various sources through which the students obtain their eBooks and their spending
capacity for the same
 Level of satisfaction among students because of the eBook experience
 Frequently used devices to read eBooks
 Frequently used eBook platforms
 Type of content that students read from an eBook
 eBook reading capacity of students
 The positives and negatives in an eBook as compared to traditional books
 Lastly, whether eBook technology is better than the traditional methods of reading

C. Research Methodology

Research methodology involves collection of data through two ways:

1) Qualitative Method- This involves collection of non-numeric data like satisfaction level
rating frequently used sources, etc. This research makes use of the qualitative data
provided by the respondents to carry out the analysis.

2) Quantitative Method - This kind of data collection involves the use of numerical data
such as height, weight, etc. to carry out the analysis. Research methodology involves
sample design, type of data, instruments used to collect data, methods of data collection
and the hypothesis statement.

The following are the description of the aforementioned parameters used in this research:

 Sample Design: When it comes to the sampling there are two kinds of sampling-
Probability sampling and non-probability sampling. The former method involves the
selection of respondents through probabilistic methods i.e. where each respondent has an
equal chance of getting selected. In the latter method each element of the sample has an
unequal chance of getting selected in the research. This research uses the probabilistic
method of sampling.

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 A sample design involves the following sub elements:

o Target Population-This study targets the student population.

o Sample Size- The sample size considered is 132.
o Sampling Unit- The sampling unit consists of student population.
o Sampling Method- The sampling method employed is Simple Random Sampling
wherein the elements are chosen randomly.

 Data Collection: The data was collected by the help of a questionnaire which was
carefully designed. The design of questionnaire was done by keeping the objectives in
mind. The questions selected were such that collection of unnecessary information is
avoided to the maximum possible extent. Respondents were asked to fill in the
information in the questionnaire and analysis of the same has been done. For the
designed questionnaire refer annexure 1
 Instrument for data collection: The questionnaires were designed by keeping in
mind the research objective. It included various kinds of questions which are short
answer questions (e.g. Name), multiple choice questions (e.g. for highest
qualification), multiple checkbox questions and a Likert’s scale question. The total
number of questions was seventeen and these covered our entire objective regarding
the eBook reading experience. Annexure 1 represents the questionnaire.
 Method of data collection: The aforementioned questionnaire was transferred into a
Google form and circulated through the internet medium. Respondents were sent the
link of the form and were asked to fill out the form as objectively as possible. A total
of 132 responses were collected.
 Hypothesis Statement:

Null Hypotheses: The level of satisfaction towards e-book experience doesn’t vary
with gender of the respondent, i.e. there is no difference in satisfaction levels
observed between males and females.

Alternate Hypotheses: The level of satisfaction towards e-book experience does vary
with gender of the respondent, i.e. there is a significant difference in satisfaction
levels observed between males and females.

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  Hypothesis Statement:

Null Hypotheses: There is no association between the age of the respondents and the
type of the gadgets that the respondents use.

Alternate Hypotheses: There is a significant association between the age of the

respondents and the type of the gadgets that the respondents use.

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CHAPTER 4: RESULT OF ANALYSIS AND INTERPRETATION

Descriptive Analysis:

Interpretation:

According to the above survey we got 55.3% are males who has filled the form and 44.7%
are females who filled the form. Now, according to the assumed hypotheses we have to find
out the implications of this.

Interpretation:

According to the above survey we got 35.5% responses from below 20 age group and 64.4%
from 20-29 age group where all of them are students either pursing PU or Bachelor’s degree
and Master’s degree respectively.

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Interpretation:

96.2% of the people know and aware about the availability of the e-books, only a handful of
students doesn’t know regarding this.

Interpretation:

27.3% prefers reading in e-books once in a month, where as 25.8% prefers it once in a week
but only 12.9% of the students prefers e-books reading daily. So, once in a month more than
25% of the students prefers this but 20.5% of the students agrees that they don’t read books at
all.

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Interpretation:

53.8% prefer this because they get as free titles i.e. obtain freely, where as 22.7% of the
people prefers not reading at all. Only 12.9% goes ahead with purchasing. Rest of them
borrow e-books from their peers. We can say that only few would prefer purchasing for
themselves.

Interpretation:

51.1% of the students can read up to 30 mins, 30.1% uses it for one hour and only 6.8% can
read for more than two hours. But in some cases, like during exams they have to spend time
doing this.

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Interpretation:

18.9% of the respondents are strongly agreeing that e-books are better than traditional ones.
39.4% are neutral, 19.7% are agreeing to this and only 5.3% of the respondents are strongly
disagreeing. So, we now know that 39.4% of the people are neutral towards this.

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Hypotheses testing:

T-test:

Null Hypotheses: The level of satisfaction towards e-book experience doesn’t vary with
gender of the respondent, i.e. there is no difference in satisfaction levels observed between
males and females.

Alternate Hypotheses: The level of satisfaction towards e-book experience does vary with
gender of the respondent, i.e. there is a significant difference in satisfaction levels observed
between males and females.

Group Statistics

Gender N Mean Std. Deviation Std. Error Mean

Satisfaction Male 73 3.3836 .69980 .08191

Female 59 3.3559 .73725 .09598

Levene's Test for Independent Samples Test

Equality of Variances t-test for Equality of Means 95% Confidence
Sig. (2- Mean Std. Error Interval of the
F Sig. t df tailed) Difference Difference Lower Upper
Satisfactio Equal 0.000 0.995 0.220 130 0.826 0.02763 0.12548 -0.22061 0.27587
n variances
assumed
Equal 0.219 121.378 0.827 0.02763 0.12618 -0.22217 0.27743
variances
not
assumed

Analysis and Interpretation:

There is a difference between the variances. (Assumption)

According to the above results, we found that there is no difference in the variances assumed
because the significance level is greater than 0.05, so we are rejecting the equal variances. So,
we are taking Equal variances not assumed. So, in the t-test for equality of means, the value
0.827 is greater than 0.05, so we are rejecting the null hypotheses and accepting alternate
hypotheses. i.e. there is a significant difference in satisfaction levels observed between males
and females.

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Chi-square test:

Case Processing Summary

Cases

Valid Missing Total

N Percent N Percent N Percent

Age * Use book 132 54.8% 109 45.2% 241 100.0%

Age * Use book Crosstabulation

Use book
Laptop Cell phone Desktop Tablets and iPad Total
Age Below 20 Count 10 22 1 14 47
% within Age 21.3% 46.8% 2.1% 29.8% 100.0%
% within Use book 27.8% 36.7% 25.0% 43.8% 35.6%
% of Total 7.6% 16.7% 0.8% 10.6% 35.6%
20-29 Count 26 38 3 18 85
% within Age 30.6% 44.7% 3.5% 21.2% 100.0%
% within Use book 72.2% 63.3% 75.0% 56.3% 64.4%
% of Total 19.7% 28.8% 2.3% 13.6% 64.4%
Total Count 36 60 4 32 132
% within Age 27.3% 45.5% 3.0% 24.2% 100.0%
% within Use book 100.0% 100.0% 100.0% 100.0% 100.0%
% of Total 27.3% 45.5% 3.0% 24.2% 100.0%

Chi-Square Tests

Asymptotic Significance (2-

Value df sided)
Pearson Chi-Square 2.114a 3 .549
Likelihood Ratio 2.137 3 .545
Linear-by-Linear Association 1.563 1 .211
N of Valid Cases 132

a. 2 cells (25.0%) have expected count less than 5. The minimum expected count is 1.42.

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Symmetric Measures

Value Approximate Significance

Nominal by Nominal Phi .127 .549
Cramer's V .127 .549
N of Valid Cases 132

Analysis and Interpretation:

According to the above analysis, 0.549 is greater than the 0.05 significance level. So, that’s
why we are rejecting null hypotheses and accepting alternate hypotheses. i.e. There is a
significant association between the age of the respondents and the type of the gadgets that the
respondents use.

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Multiple Responses testing:

Content Preference:
Case Summary
Cases
Valid Missing Total
N Percent N Percent N Percent
$Content 117 48.5% 124 51.5% 241 100.0%
a. Dichotomy group tabulated at value 1.

$Content Frequencies
Responses
N Percent Percent of Cases
What kind of content Textbooks 20 15.3% 17.1%
Novels 76 58.0% 65.0%
Research Papers 16 12.2% 13.7%
Others 19 14.5% 16.2%
Total 131 100.0% 112.0%
a. Dichotomy group tabulated at value 1.

Analysis and Interpretation:

In the above output, Percent of responses and percent of cases are displayed. Percent of
response is the percentage of each response out of total responses from the given data-set.
Thus, the sum total of percent of response is 100.
Similarly, percent of cases is the percent of cases or respondents saying "yes" for the
particular kind of content they prefer reading i.e. 17.1% of cases had used for Textbooks,
65.0% cases had for Novels, 13.7% had used for Research Papers, 16.2% had used for Other
purposes.
According to above test, we found that students use e-books to read novels.

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Attraction Factor:

Case Summary

Cases

Valid Missing Total

N Percent N Percent N Percent

$Attraction 132 54.8% 109 45.2% 241 100.0%

a. Dichotomy group tabulated at value 1.

$Attraction Frequencies
Responses
N Percent Percent of Cases
Attraction of eBooks Read while travelling 61 20.1% 46.2%

Read on devices 22 7.2% 16.7%

To locate words 16 5.3% 12.1%
Easy to carry 64 21.1% 48.5%
Wallet friendly 33 10.9% 25.0%
Saves paper 43 14.1% 32.6%
Immediate availability 65 21.4% 49.2%

Total 304 100.0% 230.3%

a. Dichotomy group tabulated at value 1.

Analysis and Interpretation:

In the above output, Percent of response is the percentage of each response out of total
responses from the given data-set. Thus, the sum total of percent of response is 100.
Similarly, percent of cases is the percent of cases or respondents saying "yes" for the
particular kind of attraction factor that they prefer while reading e-books i.e. 49.2% of cases
had used for immediate availability of content online, 48.5% cases had used for easy to carry,
32.6% had used because it saves paper, 25% had used because wallet friendly purposes.

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According to above test, the factor that attracts the readers to read e-books are Immediate
availability of content and because it’s easy to carry.
Platform Preference:
Case Summary

Cases

Valid Missing Total

N Percent N Percent N Percent

$Platform 122 50.6% 119 49.4% 241 100.0%

a. Dichotomy group tabulated at value 1.

$Platform Frequencies
Responses
N Percent Percent of Cases
Preferred e-book platform Open library 71 47.0% 58.2%

Wattpad 18 11.9% 14.8%

Read where 9 6.0% 7.4%
Nook 2 1.3% 1.6%
Kindle 51 33.8% 41.8%
Total 151 100.0% 123.8%
a. Dichotomy group tabulated at value 1.

Analysis and Interpretation:

In the above output, Percent of responses and percent of cases are displayed. Percent of
response is the percentage of each response out of total responses from the given data-set.
Thus, the sum total of percent of response is 100. Similarly, percent of cases is the percent of
cases or respondents saying "yes" for the particular kind of platform that they prefer while
reading e-books i.e. 41.8% of cases had used for kindle i.e. to read novels, 14.8% cases had
used platform called Wattpad, 58.2% of cases had used Open library platform.
According to above test, the platform that is preferred by the readers to read e-books are
Open library and Kindle.

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Lagging Area Factor:
Case Summary
Cases
Valid Missing Total
N Percent N Percent N Percent
$Legendaria 84 34.9% 157 65.1% 241 100.0%
a. Dichotomy group tabulated at value 1.

$Lagging area Frequencies

Responses Percent of
N Percent Cases
Which areas does e-book Unavailability of 40 33.9% 47.6%
lag certain
Eyestrain 33 28.0% 39.3%
Battery issue 28 23.7% 33.3%
Non shareability 17 14.4% 20.2%
Total 118 100.0% 140.5%
a. Dichotomy group tabulated at value 1.

Analysis and Interpretation:

In the above output, Percent of responses and percent of cases are displayed. Percent of
response is the percentage of each response out of total responses from the given data-set.
Thus, the sum total of percent of response is 100.
Similarly, percent of cases is the percent of cases or respondents saying "yes" for the
particular factor that lags in e-books are, 47.6% of cases doesn’t prefer because of
Unavailability of certain contents, 39.3% cases doesn’t use because of the eye-strain, 33.3%
of cases doesn’t use because it would drain the battery of the devices that they are using.
According to above test, students doesn’t prefer reading e-books because of Unavailability of
certain contents and eye-strain. That can be improved.

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CHAPTER 5: SUMMARY OF FINDINGS

96.2% of the people know and aware about the availability of the e-books, only a handful of
students doesn’t know regarding this. 27.3% prefers reading in e-books once in a month. So,
once in a month more than 25% of the students prefers this but 20.5% of the students agrees
that they don’t read books at all. 53.8% prefer this because they get as free titles i.e. obtain
freely, where as 22.7% of the people prefers not reading at all. Only 12.9% goes ahead with
purchasing.

53.8% of the respondents are saying they are neutral to the satisfaction that they get with e-
book experience. 32.6% of the respondents are satisfied and 6.1% are highly satisfied. So, by
going with analysis, it’s not bad with the experience of the e-books because around 33% have
great experience.

45.1% prefers cell phone, 27.1% prefers laptops and 24.8% prefers tablets and iPad, only a
handful prefers desktop, we can say that students prefer cell phone to read e-books.51.1% of
the students can read up to 30 mins, 30.1% uses it for one hour and only 6.8% can read for
more than two hours. But in some cases, like during exams they have to spend time doing
this.

46.2% of the cases who have said yes to this in 20.1% of reading while travelling, i.e. they
prefer more because of this. 49.2% of the cases said yes in 21.4% of immediate availability of
as online content. 48.5% of the cases said yes in 21.1% of easy to carry. Rest others are not
too okay with this.

47.0% of the respondents prefers e-books, out of which 58.2% of them prefers Open library
because of this.33.8% of the respondents prefers kindle, out of which 41.8% prefers only this
platform to read e-books.

58.0% respondents read novels, out of which 65.0% only prefers this, 15.3% reads textbooks
and 14.5% for other purposes. 33.9% of the respondents doesn’t prefer this because of the
unavailability of certain titles and 28.0% because of the eye strain and 23.7% because of the
battery issue. So, based on this, e-books lag because of lack of specific content.

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18.9% of the respondents are strongly agreeing that e-books are better than traditional ones.
39.4% are neutral, 19.7% are agreeing to this and only 5.3% of the respondents are strongly
disagreeing.

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CHAPTER 6: CONCLUSION

As our reading suggests it can be assumed that eBook reading culture is definitely on the rise.
People are increasingly switching to eBooks as compared to traditional forms. In a way this is
good since e Books are eco-friendly as compared to paper-based books and not only that they
are easy to carry and damage proof also as compared to them.

Despite having so many perks the rise in eBooks culture can be said to be relatively slow.
This is because along with so many advantages eBook users have apprehensions too. Some of
them are lack of titles, strain on the eye and battery issues to name a few. Among these our
research suggests that eye strain is the primary concern among people. This concern can also
be reflected in the fact that among all the devices available people prefer to use cell phones.
Since these phone displays are compact in size, it could make the user concerned about
causing strain to the eye.

Coming to the reading habits, a lot of people find it difficult to retain their concentration for
large stretches of time. Our research has indicated that more than 50% of the students,
students being the keyword, are not able to read beyond half an hour. This is one thing which
needs to be improved. Whether we like it or not eBooks are here to stay. It is advisable if we
adapt to them.

Lastly, speaking about the changes that can be implemented; there are a few points that come
to mind. We must make sure that maximum titles are available for people to read. This will
not only help readers adapt to the technology but will also play a crucial role is spreading
ideas and increasing awareness among the general population.

Thus, in conclusion we could say that eBooks are the books of future and it is only a matter
of time for them to become an integral part of all our lives.

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 CHAPTER 7: SUGGESTIONS

Based on our research results the following suggestions can be implemented:

1. Increasing the number of eBooks: This involves increasing the circulation of eBooks over
the internet. Authors must be encouraged to write and their content must be made easily
available. As the availability increases automatically the number of e-books will shoot
upward.
2. Increasing the reading capacity: Our research was aimed at students. For a student reading is
a part and parcel of life. Yet the research concluded that more than half of our population
couldn’t read for beyond thirty minutes. Thus, this is one area which needs to be improved.
3. Interactive eBooks: Taking advantage of the digital platform eBooks can be made more
interactive by inclusion of different kinds of content. This will help in increasing the
satisfaction levels that people have with eBooks.
4. Advancement of technology: A lot of people have apprehensions regarding the effect that
eBooks have on the eye of the reader. Therefore, technologies must be made which will help
in making this experience less straining.
5. Increasing discounts: The eBook platform providers must come with increasing number of
ways to attract the people to their product. This will help increasing the readership among
the public.

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REFERENCES

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Skills of Children and Young People”, vol 34, no 9, pp. 4,19
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Impact e-books on Reading Motivation of Students” , vol 25 no 3, pp. 12.
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comprehension and motivation levels than students using traditional print books?”,
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Information technology and libraries, vol30 no 3, pp.119.
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literacy.aspx
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 16. Charleston Library Conference (2016), “How users’ perceptions of e‐Books Have
Changed - or Not: Comparing Parallel Survey Responses”, pp.2,
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perceptions: A snapshot”, Collection building, vol 31, issue 4, pp.136-147.
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Annexure 1: Questionnaire designed for the research

Effects and Implications of eBooks on students

1. Gender (Multiple Choice Questions)

 Male
 Female
 Others

2. Name (Short answer type question)

3. Age (Dropdown box question)

 10-19
 20-29
 30-39
 40-49
 50 and above

4. Highest educational qualification (Multiple Choice Question)

 Primary
 Secondary
 Pre-University
 Bachelor’s degree
 Master’s degree
 Ph.D.

5. Are you aware of the availability of eBooks? (Multiple Choice Question)

 Yes
 No

6. How often do you read eBooks? (Multiple Choice Question)

 Daily
 Weekly
 Monthly
 Annually
 Never

7. How do you obtain an eBook? (Multiple choice question)

 Purchase
 Borrow
 Free titles
 I don’t read eBooks

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 8. How satisfied are you with the eBook experience? (Multiple Choice Question)
 Highly Satisfied
 Satisfied
 Neutral
 Unsatisfied
 Highly Unsatisfied

9. What type of device would you prefer to read an eBook? (Multiple Choice Question)
 Laptop
 Cell phone
 Desktop
 Tablets and iPads

10. What is your eBook reading capacity? (Multiple Choice Question)

 Up to 30 minutes
 Up to 1 hour
 Up to 2 hours
 More than 2 hours

11. According to you, what makes eBooks attractive? (Multiple Checkbox Question)
 Ability to read while traveling
 Ability to read on devices
 Search tools to locate words
 Easy to carry
 Wallet friendly
 Saves paper
 Immediate availability as online content

12. Do you have an eBook membership account? (Multiple Choice Question)

 Yes
 No

13. If yes, then approximately how much time you spend to access it?
(Short answer type)

14. Which is your commonly preferred eBook platform? (Multiple Choice Question)
 Open Library
 Wattpad
 Readwhere
 Nook
 Kindle

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 15. What kind of content you read on eBook? (Multiple Choice Question)
 Novels
 Research papers
 Others

16. According to you, in which areas eBooks Lag? (Multiple checkbox Question)
 Lack of availability of certain titles
 Eye strain
 Battery issue
 Non shareability

17. “E-books are better than traditional books”. How well do you agree with this
statement (Likert’s Scale Question)?
 (1) Highly Unsatisfied
 (2) Unsatisfied
 (3) Neutral
 (4) Satisfied
 (5) Highly Satisfied

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