The uses and gratifications has always provided a cutting-edge theoretical approach in the initial stages of each new mass medium, such as newspapers, radio and television, and now the Internet, which receives the significance via this approach (Ruggiero, 2000).
The uses and gratifications theory has been widely used, and also is better suited, for studies of Internet use. In the Internet environment, users are even more actively engaged communication participants, compared to other traditional media (Ruggiero, 2000). The theory also suggests that people consciously choose the medium that could satisfy their needs and that audiences are able to recognize their reasons for making media choices (Katz et al., 1974). Some surveys have shown that users have little trouble verbalizing their needs when using the Internet (Eighmey & McCord, 1997; Lillie, 1997; Nortey, 1998; Piirto, 1993; Ryan, 1995). Katz et al. (1974) argued that available media choice compete to satisfy individual needs. Thus, there exists competition not only between the Internet and other traditional media, but among each options in the Internet itself as well.
Despite the robustness of this list, history has shown that new media often create new gratifications and new motivations among various audience groups (Angleman, 2000). These new dimensions of users’ motivations and gratifications need to be identified and satisfied. Although motivations for Internet use may vary among individuals, situations, and media vehicles, most uses and gratifications studies explore them based on some or all of the following dimensions: relaxation, companionship, habit, passing time, entertainment, social interaction, information/surveillance, arousal, and escape (Lin, 1999).
Examining how and why students use a university computer bulletin board, Rafeali (1986) found that users seldom skip the factual or informative messages, which indicates their strong interest in messages of this type. Maddox (1998) also suggested that the most important reason why people use the Internet is to gather various kinds of information. Lin (2001) found similar results when she examined online services adoption. She found that online services are perceived primarily as information-laden media, and that audiences who need to create more outlets for information reception are the ones most likely to adopt online services (Lin, 2001).
Internet use is also linked to a series of instrumental as well as entertainment-oriented gratifications (Lin, 1996). Some scholars ranked diversion/entertainment as more important than exchanging information in triggering media use (Schlinger, 1979; Yankelovich Partners, 1995). Rafeali (1986) found that the primary motivation of bulletin board users are recreation, entertainment, and diversion, followed by learning what others think about controversial issues by communicating with people who matter in a community. Entertainment content appears to satisfy users’ needs for escapism, hedonistic pleasure, aesthetic enjoyment, or emotional release (McQuail, 1994). Providing entertainment, therefore, can motivate audiences to use the media more often (Luo, 2002).
Examining the Internet as a source of political information, Johnson and Kaye (1998) found that people use the web primarily for surveillance and voter guidance and secondarily for entertainment, social utility and excitement. In a study of the web as an alternative to television viewing, Ferguson and Perse (2000) found four main motivations for Internet use: entertainment, passing time, relaxation/escape and social information.
The Internet combines elements of both mass and interpersonal communication. The distinct characteristics of the Internet lead to additional dimensions in terms of the uses and gratifications approach. For example, “learning” and “socialization” are suggested as important motivations for Internet use (James et al., 1995). “Personal involvement” and “continuing relationships” were also identified as new motivation aspects by Eighmey and McCord (1998) when they investigated audience reactions to websites. The potential for personal control and power is also embedded in Internet use. Pavlik (1996) noted that online, people are empowered to act, communicate, or participate in the broader society and political process. This type of use may lead to increased self-esteem, self-efficacy, and political awareness (Lillie, 1997).
Heightened interactions were also suggested as motivations for using the Internet. Kuehn (1994) called attention to this interactive capability of the Internet through discussion groups, e-mail, direct ordering, and links to more information (Schumann & Thorson, 1999; Ko, 2002). As such, Lin (2001) suggested that online services should be fashioned to satisfy people’s need for useful information as well as social interaction opportunities.
Group support is another important reason for using the Internet. The Internet can provide a relatively safe venue to exchange information, give support, and serve as a meeting place without fear of persecution (Tossberg, 2000). It provides an accessible environment where individuals can easily find others who share similar interests and goals. As part of a group, they are able to voice opinions and concerns in a supportive environment (Korenman & Wyatt, 1996).
Other studies identified anonymity as one of the reasons why people go online. According to McKenna et al. (2000), people use the security of online anonymity to develop healthy friendships and gratify their need to socialize. Those who play massively multiplayer online role-playing games (MMORPGs) report that anonymity reduces their self-awareness and motivates their behaviors in game playing (Foo & Koivisto, 2004). Another survey done by Choi and Haque (2002) also found anonymity as a new motivation factor for Internet use. Some also suggested that the Internet offer democratic communication to anonymous participants in virtual communities such as chat rooms. Ryan (1995) indicated that anonymity motivates users to speak more freely on the Internet than they would in real life. With small fear of social punishment and recrimination, minority groups can equally participate in the communication process provided the technology is universally available (Braina, 2001).
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