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Libraries serve as an important source of information to facilitate teaching and learning activities in academic and research institutions (Maitaouthong, Tuamsuk, & Tachamanee, 2012). Through libraries, learners, academicians, and researchers expect to acquire knowledge found on different related resources such as books and journals. Furthermore, studies have shown that quick access to library resources tends to accelerate teaching, consultancy and research activities (Khan & Bhatti, 2012; Khan, Bhatti, Khan, & Ismail, 2014). Therefore, to achieve academic and research institutions’ missions, adequate library resources should be in place. Resources in libraries are categorized as printed and electronic resources (Besen & Kirby, 2012). Due to the development of information and communication technology (ICT), the use of electronic resources, particularly electronic books (e-books), in libraries has been proved effective and efficient (Wu & Chen, 2011). Most of the academic and research institutions have adopted e-books to facilitate learning and teaching activities. Previous studies have shown that the use of e-books is becoming popular in delivery of information and it is expected that will replace printed books (Letchumanan & Tarmizi, 2011; Lin, Tzeng, Chin, & Chang, 2010).
Several academic and research institutions in developing countries have adopted e-books as one of the electronic learning strategies. However, the adoption of e-books is considered to be slower than anticipated (Allen & Kaddu, 2014; Maduku, 2015). Studies have shown that accessibility, usability, perceived cost and lack of familiarity with e-book technology tend to limit the acceptance and adoption of e-books (Allen & Kaddu, 2014; Anuradha & Usha, 2006; Roesnita & Zainab, 2013). Furthermore, previous studies have shown that the success of e-book technology is highly depending on the library users’ acceptance (Ahmad, 2015; Jin, 2014). Without an understanding of factors that influence the adoption of e-book technology, e-books could remain unnoticed and underused (Hong, Thong, & Wai-Man Wong, 2002). This study extends TAM theory with external factors that are accessibility, perceived cost and technological support to examine empirically the adoption of e-books in Tanzania.
The objectives of this study are: (1) to assess whether the identified external factors could have a significant effect on perceived usefulness and perceived ease-of-use of e-book technology in Tanzania; and (2) to examine if perceived usefulness and perceived ease-of-use could lead library users to form behavioral intentions to adopt e-book technology in Tanzania. This study is useful in the following ways. First, it addresses the existing knowledge gap on factors that could influence the adoption of e-books technology among library users particularly in developing countries. Second, the implications of the study could assist policymakers and practitioners in academic and research institutions in better understanding how to integrate e-book technology into their curriculum, hence increase the adoption of e-book technology.