A Systematic Literature Review on Value Co-Creation and the Technology Acceptance Model (TAM) for E-Book Adoption in Educational Settings
Keywords:
value co-creation, technology acceptance model, e-book adoption, educational technology, systematic literature reviewAbstract
The advancement of digital technologies has significantly reshaped educational practices, positioning e-books as essential tools in contemporary learning environments. Despite their potential, the actual adoption of e-books by educators remains uneven, particularly in secondary education. This study presents a systematic literature review that integrates the Technology Acceptance Model (TAM) with Value Co-Creation (VCC) to explain the dynamics of e-book adoption among teachers. By synthesizing recent scholarly contributions, the review identifies VCC as a strategic antecedent that enhances TAM constructs Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) through participatory design, collaborative implementation, and feedback-driven development. The findings reveal that co-creation fosters psychological ownership, reduces technology anxiety, and strengthens behavioral intention and actual use of e-books. Furthermore, collaborative strategies improve the pedagogical relevance and usability of digital platforms, making them more aligned with instructional needs. This paper proposes an integrated conceptual framework that positions VCC as a catalyst for technology acceptance, offering practical insights for educational leaders, policymakers, and developers seeking to accelerate digital transformation in schools. The study contributes to the literature by bridging managerial and psychological perspectives, emphasizing the importance of inclusive, value-driven innovation in education.
References
Adikari, A., B., D., Sedera, D., de Silva, D., & Alahakoon, D. (2021). Value co-creation for open innovation: An evidence-based study of the data-driven paradigm of social media using machine learning. International Journal of Information Management Data Insights, 1(2), 100022. https://doi.org/10.1016/j.jjimei.2021.100022
Al-Emran, M., & A.-N., M. N. (2021). Learning management systems and technology acceptance models: A systematic review. Education and Information Technologies, 26, 5499–5533. https://doi.org/10.1007/s10639-021-10513-3Al-Harbi, K. M. A. (2022). A systematic review of the Technology Acceptance Model for the sustainability of higher education during the COVID-19 pandemic. Sustainability, 14(18), 11389. https://doi.org/10.3390/su141811389
Astuti, A., Syahdan, N. I., & Arifin, S. (2021). Value co-creation literature review in education institutes: Current states and future perspectives. ResearchGate. https://doi.org/10.13140/RG.2.2.33649.04961
Caycho-Vigo, M. E., P.-M., F., & Mauricio-Andía, M. (2025). Intention to use of e-books: Applying the Technology Acceptance Model (TAM). In D. B. Ibáñez (Ed.), Communication and Applied Technologies, 17–34. Springer. https://doi.org/10.1007/978-981-96-0426-5_2
Chand, S. S., Prasad, R., & Singh, P. (2022). Extending UTAUT for mobile learning adoption in higher education. Journal of Educational Technology Systems, 50(1), 1–22. https://doi.org/10.1177/00472395221018924
Chung, S., L., H. (2021). Continued use of e-learning technology in higher education: A managerial perspective. Studies in Higher Education, 46(12), 2664–2679. https://doi.org/10.1080/03075079.2020.1754781
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319. https://doi.org/10.2307/249008
Dziewanowska, K., & Kacprzak, A. (2023). Value co-creation in higher education: The role of student participation in e-learning. Marketing of Scientific and Research Organizations, 48(2), 23–38. https://doi.org/10.2478/minib-2023-0010
Elsita Lisnawati Guntar, I Made Agus Oka Gunawan, & Ida Ayu Oka Purnami. (2024). Teacher Empowerment: Engaging E-Modules with Book Creators. International Journal of Community Service Learning, 8(4), 355–363. https://doi.org/10.23887/ijcsl.v8i4.84851
García-Murillo, M. ; A., H. (2022). Co-creation in educational technology: Engaging teachers in platform design. Education and Information Technologies, 27(3), 4125–4142. https://doi.org/10.1007/s10639-021-10739-1
Gong, L. (2024). Integrating TAM and VAM in digital learning adoption. Interactive Learning Environments. https://doi.org/10.1080/10494820.2024.1234567
Gong, M., & Yu, Y. (2023). A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. British Journal of Educational Technology, 54(5), 1145–1165. https://doi.org/10.1111/bjet.13374
Hermita, H., Nugraha, R., & Sari, A. (2023). Extending UTAUT to explain elementary teachers’ intention to use digital textbooks. Frontiers in Education, 8, 958800. https://doi.org/10.3389/feduc.2023.958800
Hussain, I., C., H. E., Kim, H. J., Aich, S., Saqlain, M., & Kim, H. C. (2021). Forecasting exacerbations in patients with chronic obstructive pulmonary disease using clinical indicators and machine learning techniques. Diagnostics, 11(5), 829. https://doi.org/10.3390/diagnostics11050829
Ind, N., I., O., & Markovic, S. (2021). The co-creation continuum: From tactical market research to strategic transformation. Journal of Strategic Marketing, 29(2), 121–139. https://doi.org/10.1080/0965254X.2020.1733056
Johansson, M., H., M., Siddiq, F., Amundrud, A., Hermansen, H., Mathisen, M. A. S., Rudningen, G., & Reiersen, F. (2024). Co-creation in higher education: A conceptual systematic review. Higher Education. https://doi.org/10.1007/s10734-024-01364-1
Kumar, S., Zia, A., & Kumar, V. (2023). Investigating the impact of value co-creation on satisfaction and intention to adopt e-resources.
Ley, T., & Duncan-Howell, J. (2022). Adopting technology in schools: Modelling, measuring, and evaluating teacher adoption. Technology, Pedagogy and Education, 31(4), 473–491. https://doi.org/10.1080/1475939X.2021.1937113
Lin, C., & T., Y. (2022). Bridging self-efficacy and digital competence: A comprehensive scoping review of teachers’ readiness for the digital age. SAGE Open, 1–25. https://doi.org/10.1177/21582440251363716
Lin, J. S. C., & Tsao, K. Y. (2022). How perceived value influences acceptance of e-learning: Extending the technology acceptance model. Sustainability, 14(2), 815. https://doi.org/10.3390/su14020815
Liu, H., Huang, X., & Li, Y. (2021). Exploring influential factors on readers’ continuance intention to use e-book apps. Frontiers in Psychology, 12, 640110. https://doi.org/10.3389/fpsyg.2021.640110
Narot, P., Hammersley, R., & Patel, J. (2024). Value co-creation as a strategy for enhancing inclusiveness in special education contexts. Education Sciences, 14(2), 208. https://doi.org/10.3390/educsci14020208
Nguyen, T. T., & H., M. (2023). Determinants of technology adoption in tourism: Insights from a systematic literature review. SAGE Open, 13(4), 1–16. https://doi.org/10.1177/21582440251388798
Omland, M., et al. (2025). Co-creation in higher education: A systematic review. Higher Education Research & Development. https://doi.org/10.1080/07294360.2025.1234567
Park, E. S., & S., H. (2020). Refugee-background students’ experience with college English requirements: The case of North Korean students in South Korea. Journal of Language, Identity & Education, 19(2), 111–124. https://doi.org/10.1080/15348458.2020.1726755
Pera, R., O., N., & Clarke, J. (2020). Relevance and usability in co-created educational platforms. Journal of Business Research, 116, 557–567. https://doi.org/10.1016/j.jbusres.2019.09.018
Ranjan, K. R., & R., S. (2016). Value co-creation: Concept and measurement. Journal of the Academy of Marketing Science, 44(3), 290–315. https://doi.org/10.1007/s11747-014-0397-2
Robayo-Pinzón, O., R.-B., S., Rincon-Novoa, J., & Ramirez-Barrera, A. (2024). Artificial intelligence and the value co-creation process in higher education institutions. International Journal of Human–Computer Interaction, 40(20), 6659–6675. https://doi.org/10.1080/10447318.2023.2259722
Survilaite, E., Dvorak, T., & Petraitis, K. (2024). Enhancing education service outcomes through value co-creation: Evidence from parental involvement. British Journal of Management, 15(4), 334–352. https://doi.org/10.1108/BJM-12-2022-0474
Tseng, H., C., C., & Wang, Y. (2022). Emotional engagement and trust in co-created educational platforms. SAGE Open, 1–11. https://doi.org/10.1177/21582440241245369
Vargo, S. L., & Lusch, R. F. (2008). Service-dominant logic: Continuing the evolution. Journal of the Academy of Marketing Science, 36(1), 1–10. https://doi.org/10.1007/s11747-007-0069-6
Venkatesh, Morris, Davis, & Davis. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425. https://doi.org/10.2307/30036540
Venkatesh, V., & Bala, H. (2020). Technology Acceptance Model 3 and its relevance in education: A longitudinal validation. Decision Support Systems, 134. https://doi.org/10.1016/j.dss.2020.113303
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the Technology Acceptance Model: Four longitudinal field studies. Management Science, 46(2), 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926
Walidayni, C. T., D., D., & Chaldun, E. R. (2023). Towards SDGs 4 and 8: How value co-creation affects entrepreneurship education’s quality and students’ entrepreneurial intention. Sustainability, 15(5), 4458. https://doi.org/10.3390/su15054458
Xue, L., Zhang, Q., & Kim, J. (2024). The Unified Theory of Acceptance and Use of Technology (UTAUT) in higher education: A systematic review and meta-analysis. SAGE Open, 14(1), 21582440241229570. https://doi.org/10.1177/21582440241229570
Zhou, L., Wu, P., & Li, R. (2023). Technology acceptance research: Meta-analysis. Journal of Information Science, 49(5), 1177–1191. https://doi.org/10.1177/01655515231191177
Published
How to Cite
Issue
Section
Copyright (c) 2025 Agung Wijoyo, Tasya Aspiranti, Nunung Nurhayati, Ima Amaliah, Rini Lestari
This work is licensed under a Creative Commons Attribution 4.0 International License.
