Task–technology fit and digital textbook usage outcomes: The mediating role of positive emotion within an S–O–R framework

TL;DR

This study explores how task-technology fit influences digital textbook usage outcomes through positive emotions in EFL learning environments.

Contribution

The paper introduces a model based on S–O–R theory showing how task-technology fit affects digital textbook usage via positive emotion mediation.

Findings

Task-technology fit positively predicts both positive emotion and digital textbook usage outcomes.

Positive emotion mediates the relationship between task-technology fit and digital textbook usage outcomes.

The S–O–R framework is validated in the context of digital textbook learning.

Abstract

Digital textbooks are now an integral component of EFL learning environments, yet the underlying psychological mechanisms that influence digital textbook usage outcomes are still clearly unknown. This study constructs a model using the Stimulus–Organism–Response (S–O–R) theory to show how task-technology fit (TTF), which is an external stimulus variable, affects the outcomes of digital textbook usage (DTUO) by influencing the mediating role of positive emotion (POE). In this model, DTUO is defined as a second-order construct consisting of learning effectiveness (LEE) and continuance intention (COI). Using cross-sectional questionnaire data from 259 undergraduates in China, the paper employed structural equation modeling (SEM) for empirical investigation. Findings indicated that TTF positively predicted both POE and DTUO. Furthermore, POE was found to be positively associated with DTUO and played a significant mediating role in the relationship between TTF and DTUO. These findings confirm that the S-O-R theory is applicable in digital textbook learning and underscore the significance of a task-technology fit and emotional engagement. Theoretical and empirical contributions are offered for educational content developers and policymakers.

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