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In the digital transformation race, the older generation, called digital immigrants (generation X), encounter various obstacles. This study aims to investigate the e-reading adoption and cross-cultural differences among generation X.

This study collected survey-based data from generation X e-readers in Iraq and Pakistan (Pakistan, N = 235; Iraq, N = 251). Structural equation modeling and multigroup analysis (MGA) were used to arrive at a statistical decision regarding the hypotheses and the study’s primary objectives.

Three hypotheses (H2, H3 and H8) were supported by both data sets. However, there is positive variance based on MGA for two hypotheses (H1 and H3) where the Pakistani sample’s path coefficients are greater than the Iraqi sample’s path coefficients. In contrast, there is negative variance based on MGA for two hypotheses (H7 and H9) where the Iraqi sample’s path coefficients are greater than the Pakistani sample’s path coefficients. Finally, these distinctions are examined, along with a few potential research topics

Although there is a plethora of literature on digital immigrants and technology adoption in general, and specifically on e-reading uptake. Research on e-reading adoption in a global learning context is still lacking. Therefore, this study examines the e-reading behavior of digital immigrants from two developing countries (Iraq and Pakistan) and identifies significant cross-cultural differences in e-reading adoption.

The study aims to determine the level of e-reading habits and preferred electronic reading materials among nursing college students. The study examines students’ problems and difficulties using electronic resources and their knowledge of electronic literacy. Over the recent years, worldwide interest in reading electronic books has skyrocketed.

This study uses a survey research design and a structured closed-ended questionnaire as the data collection instrument. The sample population consists of college students. The study uses a quantitative method to investigate this population’s e-reading habits and preferred electronic reading materials.

The study findings indicate that while students prefer electronic resources, they need help accessing them due to various factors such as cost and availability. The survey results show that libraries must subscribe to a broader range of electronic resources, and academics and publishers must promote open-access articles to address these limitations.

The study addresses a current issue of students’ reading habits and preferred electronic reading materials and examines the limitations they face in accessing these resources. This research concludes that 21st-century students have transitioned from traditional to digital reading habits. They have a preference for electronic resources but their access to these resources is limited.

To examine how reading in electronic formats differs from traditional reading of print.

Concepts about digital print are discussed alongside research studies in fields related to multisensory technologies and electronic means of communication. A model of online reading is proposed integrating aspects of information foraging theory. Pedagogical applications are needed to integrate e-reading theory within classrooms.

With the varied text structures, directionality concerns, and interactive text features, our attention must turn to the theoretical foundations that underpin digital literacy learning today. Online foraging schemes can explain how information is sought and retrieved when reading new information from digital mediums.

Teachers must address the current, digital literacy needs of their students, thus preparing them for challenges in the 21st century. Varying text structures within digital formats as well as providing as-needed facilitation are the scaffolds that students need today. Using technologies such as digital games, tools, and contexts advances the mission of resource-based teaching and learning.

This pilot study aims to investigate how parents use electronic resources to encourage children’s reading and learning interests through the 5E instructional model. Moreover, this study explores the public’s current electronic reading (e-reading) preferences, parents’ teaching process and the effectiveness of electronic resources in encouraging children to read and learn.

This study used a quantitative research method with a 5- to 10-min online survey based on the 5E instructional model. A total of 101 respondents participated in the survey.

Technology has changed the public’s current e-reading preferences. More than 65% of parent respondents preferred to use the electronic reading format for their children’s teaching and learning. Parents generally agreed on the teaching and learning effectiveness of using electronic resources, especially for engaging their children. However, the parents showed no significant gender differences.

This pilot study is a new attempt to use the 5E instructional model to quantitatively analyse the parenting process of using electronic resources to encourage children to read and learn, especially in an Asian context.

The aim of this research is to identify users' perceived affordances and explore how they influence the acceptance of an e‐reader device collaborative learning system.

The paper reports on two studies conducted to identify and explore perceived affordances. The first study enabled four users to experience a collaborative problem‐solving task to elicit perceived affordances. The second study developed and used a survey instrument based on a modified technology acceptance model with 54 participants to investigate the influences of the affordances on users' acceptance using the partial least square technique.

Five major affordance factors were found to be significantly influencing users' acceptance of the proposed system. These affordance factors are: mobility affordance, support affordance, connectivity affordance, immediacy affordance, and collaborative affordance. Surprisingly, sustainability affordance was found to have limited influence on the acceptance of the proposed system.

The findings can be applied to other e‐reader devices with features similar to iLiad such as Sony PRS, Kobo, Nook, PocketBook and Viewsonic. Prototyping is a critical design process which aims to elicit user experiences. The research implies that the prototype system is capable of generating perceived affordances that are useful for e‐reader device development in order to enhance acceptance. The convenience sample used in the survey is biased towards male participants. As male and female users perceive information and communications technologies (ICT) differently, caution should be taken when applying the findings to the general population.

Practitioners should focus on utilising the support affordance of the system and identifying clear learning goals with the help of collaborative affordance as the learning pedagogy. System designers should focus on creating a good range of visible support affordances that are intuitive, while enhancing or complementing the collaborative learning affordances. The design of an integrated chat application is important as it lays the foundation for ensuring that collaborative learning with e‐reader devices is possible.

E‐reader devices have not been studied extensively as collaborative learning systems. This research is believed to be the first to integrate and explore the use of an e‐reader device in a collaborative learning environment. This study introduces the concept of composite affordance with a modified technology acceptance model for investigating users' acceptance of an e‐reader device as a collaborative learning system.

The purpose of this paper is to research the difference in reading and learning from print versus electronic media in a professional and educational setting. To what extent does the materiality of the medium influence the efficiency and effectively of the reader? What is needed to create “digital born” information rich texts? In Part 1, sustained reading of information and knowledge rich texts is addressed.

In‐depth comparative tests with a great number of subjects between print‐on‐paper, e‐ink screens and LCD screens. In Part 1 the results of tests with sustained reading of information and knowledge rich texts are reported.

All tests show that print‐on‐paper is still a superior medium for learning and digesting complicated and elaborate texts, whilst electronic screens are appreciated for quick information gathering, communication and navigation. Electronic representations of information and knowledge demand that the structure of the writing has to change.

Given the rapid development in electronic displays, many issues – in particular ergonomical – become a “moving target”. An important limitation – which is one of the quests of this research – is the lack of sufficient genuine digital born texts.

The need to start and review the writing process; the appearance but also the structure of information and knowledge rich texts. A second issue is the need to develop easy capabilities to make an electronic text as easy a “tool” as the print text, with underlining, comments and notes.

The development of novel ways of publishing educational texts.

Deep qualitative research in comparison with quantitative tests. Comparison between professional information acquisition and learning.

This research explored how COVID-19 affects Shenzhen high school students' reading behavior and preference and their parents' attitudes toward reading during the lockdown.

This research adopted a qualitative approach to conduct one-on-one semi-structured interviews with parents of a boarding high school in Shenzhen, China. Thirteen parents were recruited through a purposeful sampling method, and NVivo12 software was used to analyze the results with a theme-based approach guided by the 5E instructional model.

The results revealed the effectiveness and problems of high school students' use of electronic resources and discovered changes in the reading behavior of high school students and their parents' attitudes during COVID-19.

There are few studies specifically on the reading behavior of boarding students from a parental view, especially in Asia. This research can fill the gaps in related research during COVID-19.

This paper aims to report the results of a study that examined the ways in which graduate-level library and information science students make use of e-books and e-readers at an institution that does not offer e-books through its library. The paper can be used as a case study in the adoption of emerging technology.

The study used three research methods – a survey, focus groups and interviews – to investigate library and information science students’ reading habits and preferences.

The findings suggest that despite the barriers of access and usability, the students have generally incorporated e-books into their academic routines. The results also suggest the factors that contribute to reader preferences for e-book technology.

The study sample was limited to one academic institution without e-book collection.

The article presents one of the very few studies that examine e-book reading of an academic population that does not currently have access to e-books through their academic library. Understanding the ways in which such a population accesses, uses and values e-books would help many academic libraries make decisions with regard to the selection, integration and marketing of e-books. Additionally, such a study could serve as the basis of a case study that seeks to understand the ways in which people who do not have ready access to technology through their institutions find ways to work around that obstacle.

This paper aims to investigate the use of mobile reading among Chinese college students and to provide a statistical analysis of correlation between the users' educational level and their mobile reading behavior. The result can be used as a reference for the differentiated marketing of the mobile reading service provider.

The paper is based on an online questionnaire oriented to Chinese college students, including undergraduate and graduate students. The questionnaire includes questions related to the profiles and mobile reading behaviors of the respondents. The survey lasted from 15 April to 15 June 2010 and 479 responses were received.

Mobile reading is in its early stages of development and has huge market potential in China. The pay‐reading service only makes up a small, slowly growing share. Well educated users are more inclined to pay for academic papers while other users prefer online literature. In general, mobile reading services have yet to become more and more popular by improving user segmentation, expanding the scope of service and conducting precise price marketing in China.

This study can help mobile reading service providers to gather information on user behavior and launch better mobile reading services.

The paper is one of the first to investigate the market of mobile reading in China. The paper provides suggestions for further improvement of the mobile reading service and help service providers better understand users' demands. Also it may provide some useful information for further research in mobile reading.

The paper aims to investigate the impact of e-books on attitude towards reading among elementary school students. The paper also reflects on issues related to readings and e-books.

Experimental method of research was used to carry out the study. Experiment was conducted on fourth-grade students in an international school in Kuwait. The control group consisted of nine students. The experimental group had 16 students: eight read the book under the “read-to-me” feature and the other half read the book alone. Students in the two groups were assigned readings randomly and their reactions were studied and compared using different methods.

The experiment demonstrated that students enjoyed reading the electronic medium more than the paperback alternative. The difference, however, was not significant. In addition, difference between the comprehension levels of the three conditions was also insignificant. Students did, however, finish reading the paperback book in a significantly shorter time.

A pilot study would have been desirable and also the number of questions asked in the comprehension test could have been expanded. The authors were also not able to explore the possibility of using an automated tool to record the reading time. The two reading instruments used (iPads and iPods) might have affected the students’ understanding and enjoyment of the book, although no noticeable differences were found.

The experiment indicted that one of the apparent benefits of reading the e-book was its built-in picture dictionary, as the book used in the study incorporated a lot of word coinage in his texts. Lessons learnt from the study can benefit in enhancing features of e-books and designing reading programmes to help build more positive attitude towards reading among children.

Little research has been reported in the literature on investigation of e-books towards reading attitude particularly using empirical studies or experimental research. Most literature focuses on availability of e-books and their features. This study makes a good contribution to the literature on this important aspect of research and makes available useful practical information as well.