An evaluation of second‐generation ebook readers

Abstract

Purpose-This study seeks to evaluate a selection of second-generation ebook readers in order to determine which devices deliver the best experience for the user, in terms of functionality and overall experience. The technical and physical elements of the devices are also compared. Design/methodology/approach-This paper starts with a brief discussion of the current ebook marketplace, and previous studies that evaluate ebook readers. It then reports on a study in which 33 Master's students from an Information and Library Studies course were each given an ebook reader and asked to complete a task designed to engage them with the device. The participants then evaluated the devices by completing a questionnaire. A discussion of the results of the study and implications for the development of ebook reading devices follows. Findings-Although some issues, specifically size, weight, and screen quality, have been addressed in the new generation of ebook readers, some residual dissatisfaction remains. The participants in the study preferred to use devices with which they were familiar. Originality/value-This study provides guidance on the usability of ebook readers and provides insights into the future of ebook reading devices. It will be of benefit to information professionals seeking to utilise ebook reading devices, and to designers of ebook readers.

Consumers' Intentions to Use E-Readers

“…An e-reader is a hardware device, usually between A4 and A5 in size, which uses an electrophoretic display, commonly referred to as e-Ink technology, and is intended for the purpose of reading e-books [6]. The innovation has undergone continuous evolution since the manufacture and release of the first e-reader by NuvoMedia in 1998 and now possesses numerous superior attributes [23] [51]. The most revered of the technology's advantageous features is the storage capability and portability of the device in comparison to p-books, which makes e-readers extremely convenient and useful for a wide variety of consumers [6] [23] [36] [37] [47] [51].…”

Ortaöğreti̇m Öğrenci̇leri̇ni̇n Ekran Okumaya Yöneli̇k Tutumlari

“…Bugünün okuyucularının önemli bir kısmı özellikle de gençler, anlamayı kolaylaştırma ve zenginleştirme, metin-okur etkileşimini artırma, metinlerarasılık, metni istenilen boyutta değiştirme, bilgiyi saklama ve düzenleme kolaylığı, kâğıt kullanımını azaltma, maliyeti düşürme, okuma araçlarının hafifliği, taşınabilirliği, yön bulma ve diğer faydalarından dolayı basılı metinlerin yerine elektronik/dijital metinleri tercih etmektedir (Baron, 2004, Dyson ve Haselgrove, 2001Garland ve Noyes, 2004;Gibson ve Gibb, 2011). Buna karşın ekran üzerinden okumanın metnin bütününü görememe, metni parça parça görme, gözü yorma, fiziksel yorgunluk vb.…”

Impact of electronic resources use on academic performance of Undergraduates in Nigeria

“…As the respondents agreed that utilization of electronic resources had a positive impact on the students' academic performance. This may be due to the advantages of electronic resources such as easy search, simple use, saving ability, and use of electronic ink in order to display the material on the screen (Gibson & Gibb, 2011).…”

“…E-books and elearning entrance into the field of education indicates the development of education and creation of the possibility to learn for everyone, anywhere and anytime (Biranvand & Khasseh, 2014). This may be due to the fact that readers of electronic books are able to find a certain topic in an electronic book much easier and effective than in a printed one (Gibson & Gibb, 2011). Landouni and Diaz (2003) believed that electronic textbooks are educational tools prepared in an electronic way, to assist in teaching and learning.…”