Student's acceptance of artificial intelligence eBooks using LCA and SEM: a case study of medical book in China

Abstract

The proliferation of eBooks has significantly impacted traditional paper books. With the development of emerging technologies like artificial intelligence (AI), AI eBooks have an even greater impact on traditional paper books, influencing aspects such as reading and learning methods, the dissemination of textual content, and book design, especially in education. To explore the students' acceptance of AI eBooks, this study utilizes a latent class analysis (LCA), dividing the student sample into groups with weak and strong digital literacies. Subsequently, the entire sample, as well as subgroups of students with weak and strong digital literacies, are examined as distinct entities to construct a multi-class structural equation model (SEM) incorporating the technology acceptance model and theory of planned behavior. Three SEMs aim to investigate the acceptance of AI eBooks among student groups with varying levels of digital literacies. Results reveal significant heterogeneity in the acceptance of AI eBooks among the student population, with groups possessing weak and strong digital literacies accounting for 30.62% and 69.38%, respectively. For the entire student sample, perceived usefulness emerges as the most crucial factor influencing their acceptance of AI eBooks. For students with weak digital literacies, enhancing the practicality of AI eBooks could increase their acceptance levels; similarly, for those with strong digital literacies, improving the ease of use of AI eBooks could improve their acceptance.