___

• Ackerman, R., & Goldsmith, M. (2011). Metacognitive regulation of text learning: On screen versus on paper. Journal of Experimental Psychology: Applied, 17(1), 18-32. doi:10.1037/a0022086
• American Psychological Association. (2009). Publication manual of the American Psychological Association. (6th ed.). Washington, DC: American Psychological Association.
• Annand, D. (2008). Learning efficacy and cost-effectiveness of print versus e-book instructional material in an introductory financial accounting course. Journal of Interactive Online Learning, 7(2), 152-164.
• Armstrong, K., Nardini, B., McCracken, P., Lugg, R., & Johnson, K. G. (2009). When did (E)-books become serials? The Serials Librarian, 56(1-4), 129-138. doi:10.1080/03615260802679432
• Ashcroft, L., & Watts, C. (2004). Change implications related to educational resources. Online Information Review, 28(4), 284-291.
• Clark, D. T. (2009). Lending Kindle e-book readers: First results from the Texas A&M university project. Collection Building, 28(4), 146-149. doi:10.1108/01604950910999774
• Clark, D. T., Goodwin, S. P., Samuelson, T., & Coker, C. (2008). A qualitative assessment of the Kindle e-book reader: Results from initial focus groups. Performance Measurement and Metrics, 9(2), 118-129. doi:10.1108/14678040810906826
• Clark, R., & Mayer, R. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Wiley.
• Daniel, D. B., & Woody, W. D. (2013). E-textbooks at what cost? Performance and use of electronic v. print texts. Computers & Education, 62, 18-23. doi:10.1016/j.compedu.2012.10.016
• Eshet-Alkalai, Y., & Geri, N. (2007). Does the medium affect the message? The influence of text representation format on critical thinking. Human Systems Management, 26, 269-279.
• Fenwick, J. B., Jr., Kurtz, B. L., Meznar, P., Phillips, R., & Weidner, A. (2013). Developing a highly interactive ebook for CS instruction. In Proceeding of the 44th ACM technical symposium on computer science education (pp. 135-140). Retrieved from Google Scholar
• Garrod, P. (2003). Ebooks in UK libraries: Where are we now? Ariadne, 37, 1-12. Retrieved from http://www.ariadne.ac.uk/issue37/garrod
• Gunter, B. (2005). Electronic books: A survey of users in the UK. Emerald Insight, 57(6): 513-522.
• Jeong, H. (2012). A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception. The Electronic Library, 30(3), 390-408.doi:10.1108/02640471211241663
• Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium.
• Kang, Y., Wang, M., & Lin, R. (2009). Usability evaluation of e-books. Displays, 30(2), 49-52. doi:10.1016/j.displa.2008.12.002
• Kimball, R., Ives, G., & Jackson, K. (2010). Comparative usage of science e-book and print collections at Texas A&M university libraries. Collection Management, 35(1), 15-28. doi:10.1080/01462670903386182
• Knutson, R. & Fowler, G. A. (2009). Book smarts? E-texts receive mixed reviews from students. Wall Street Journal, July 16, D1. Retrieved on 16 February 2016 from http://www.wsj. com/articles/SB20001424052970203577304574277041750084938
• Large, A., Beheshti, J., Breuleux, A., & Renaud, A. (1994). Multimedia and comprehension: A cognitive study. Journal of the American Society for Information Science American Society for Information Science, 45(7), 515-528. doi:10.1002/(SICI)1097- 4571(199408)45:7_____515::AID-ASI6>3.0.CO;2-3.
• Levine, T. R., & Hullett, C. R. (2002). Eta squared, partial eta squared, and misreporting of effect size in communication research. Human Communication Research, 28(4), 612-625.
• Li, L. -Y., Chen, G. -D., & Yang, S. -J. (2013). Construction of cognitive maps to improve e-book reading and navigation. Computers & Education, 60(1), 32-39. doi:10.1016/j.compedu. 2012.07.010
• Lindshield, B., & Adhihari, K. (2013). Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning and Teaching, 9(1), 26-37. Retrieved from CrossRef.
• Low, R., & Sweller, J. (2005). The modality principle in multimedia learning. In R. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 147-158). New York: Cambridge University Press.
• Mangen, A. (2008). Hypertext fiction reading: Haptics and immersion. Journal of Research in Reading, 31(4), 404-419. doi:10.1111/j.1467-9817.2008.00380.x
• Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions. Educational Psychology Review, 8, 357-371. doi:10.1007/ BF01463939.
• Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
• Mayer, R. E. (2005). Principles for managing essential processing multimedia learning: Segmenting, pretraining, and modality principles. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 169-182). New York: Cambridge University Press.
• Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52.
• Mbarika, V., Bagarukayo, E., Shipps, B. P., Hingorani, V., Stokes, S., Kourouma, M., & Sankar, C. S. (2010). A multi-experimental study on the use of multimedia instructional materials to teach technical subjects. Journal of STEM Education: Innovations & Research, 11(2).
• McFadden, C. (2012). Are textbooks dead? Making sense of the digital transition. Publishing Research Quarterly, 28(2), 93-99. doi:10.1007/s12109-012-9266-3
• Miller, C., & Bosman, J. (2011, May 19). E-books outsell print books at Amazon. New York Times. Retrieved on 16 February 2016 from http://www.nytimes.com/2011/05/20/technology/ 20amazon.html
• Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358.
• Paivio, A. (1986). Mental representations: A dual coding approach. Oxford, UK: Oxford University Press.
• Rainie, L., & Smith, A. (2013). 35% of those ages 16 and older own tablet computers & 24% own ebook readers. Retrieved from http://pewinternet.org/Reports/2013/Tablets-andereaders.aspx
• Renninger, K. A., Hidi, S., & Krapp, A. (1992). The role of interest in learning and development. Hillsdale, NJ: Lawrence Erlbaum.
• Richardson, J. V. R., & Mahmood, K. (2012). Ebook readers: User satisfaction and usability issues. Library Hi Tech, 30(1), 170-185. doi:10.1108/07378831211213283
• Rockinson- Szapkiw, A. J., Courduff, J., Carter, K., & Bennett, D. (2013). Electronic versus traditional print textbooks: A comparison study on the influence of university students' learning. Computers & Education, 63, 259-266. doi:10.1016/j.compedu.2012.11.022
• Rockinson-Szapkiw, A. J., Wendt, J., & Lunde, R. (2013). Electronic versus print textbooks: The influence of textbook format on university students' self-regulated learning strategies, motivation, and text anxiety. American Journal of Distance Education, 27(3), 179-188. doi:10.1080/08923647.2013.796230
• Rogers, M. (2006). Ebooks struggling to find a niche. Library Journal, 131, 25-26.
• Scholastic. (2013). Kids & family reading report. Scholastic.
• Schugar, J., Schugar, H., & Penny, C. (2011). A Nook or a book? Comparing college students' reading comprehension levels, critical reading, and study skills. International Journal of Technology in Teaching and Learning, 7(2), 174-192.
• Shaikh, D. (2004). Paper or pixels: What are people reading online? Usability News, 6. Retrieved on 16 February 2016 from http://usabilitynews.org/paper-or-pixels-what-are-people-readingonline/
• Shelburne, W. A. (2009). E-book usage in an academic library: User attitudes and behaviors. Library Collections, Acquisitions, & Technical Services, 33(2/3), 59-72.
• Siegenthaler, E., Bochud, Y., Wurtz, P., Schmid, L., & Bergamin, P. (2012). The effects of touch screen technology on the usability of e-reading devices. Journal of Usability Studies, 7(3), 94-104.
• Smith, M., & Kukulska-Hulme, A. (2012). Building mobile learning capacity in higher education: Ebooks and iPads.
• Spencer, C. (2006). Research on learners' preferences for reading from a printed text or from a computer screen. Journal of Distance Education, 21, 33-50.
• Stoop, J., Kreutzer, P., & Kircz, J. (2013). Reading and learning from screens versus print: A study in changing habits, part 1. New Library World, 114(7), 284-300.
• Taylor, K. (2011). Students learn equally well from digital as from paperbound texts. Teaching of Psychology, 38(4), 278-281. doi:10.1177/0098628311421330
• Woody, W., Daniel, D., & Baker, C. (2010). E-books or textbooks: Students prefer textbooks. Computers and Education, 55(3) 945-948.
• Wright, J. L. (2014). What enhanced e-books can do for scholarly authors. The Chronicle of Higher Education. Retrieved on 16 February 2016 from http://m.chronicle.com/article/WhatEnhanced-E-Books-Can-Do/145969/?utm_source=Publishers+Weekly&utm_campaign =cd3c80ed4b-UA-15906914-1&utm_medium=email&utm_term=0_0bb2959cbbcd3c80ed4b-304631961
• Zickuhr, K., & Rainie, L. (2014). E-Reading rises as device ownership jumps. Retrieved on 16 February 2016 from http://www.pewinternet.org/2014/01/16/e-reading-rises-as-deviceownership-jumps/