There is a spiraling wave of interest surrounding electronic readers, electronic books in general and electronic textbooks (e-textbooks) in particular as the popularity of the e-textbook continues to grow.

The Forrester research firm predicts sales of electronic books (e-books) will exceed $500 million in 2010 in the United States [Epps, 2009]. They further predict e-textbook sales growth will be small in comparison, but will continue to grow as interest and changes are made.

Recognizing the need to be agile as educators, and the importance of continually seeking new, up-to-date materials, content and technology to present to learners, many potential adopters of new technology are faced with the dilemma of deciding whether to move toward the digital e-textbooks or continue with the older technology (printed textbooks) [Lane, 2007]. Part of the dilemma stems from trying to weigh whether to invest and if so, how to get the most value from the technology [Lane, 2007]. This research posits that the use of learning styles with the e-textbook may enhance the learning experience for the student. This study evaluates the association between learning style and e-textbooks and perceptions of the user regarding performance, ease of use, usefulness and usability. This research study will use Kolb’s learning styles model [Kolb, 1984] and the technology acceptance model [Davis et al., 1989].