Motivations and Consumption Patterns on TikTok among Higher Education Students

Abstract

This study investigates TikTok's motivations and consumption patterns among higher education students. Given the increasing use of social media by young people and the emerging popularity of TikTok, the main objective is to identify the motivations that lead these students to use the platform and determine the types of content they consume and share. A mixed methodological approach was adopted, combining quantitative and qualitative methods. Questionnaires were administered to 125 students, and structured interviews were conducted with 6 selected students. Based on previous studies and validated through a pre-test, the questionnaire collected data on social media usage, motivations for using TikTok, and types of content consumed and shared. The interviews explored issues emerging from the quantitative data collected through the questionnaire and provided a deeper understanding of the student's experiences. The results indicate that Instagram is the most used social network by students, followed by TikTok. The main motivations for using TikTok include entertainment, searching for content related to their interests, the need for relaxation, and keeping up with current events. Regarding the types of content, students prefer to consume humorous videos, product reviews, musical content, and popular challenges. However, most users adopt a passive role, consuming content without producing or sharing their own videos. The interviews confirmed these trends, revealing that students value TikTok as a source of entertainment and information, with little interest in active content creation. The study concluded that TikTok plays an important role in the digital routine of university students, serving as a content platform that meets their needs for entertainment and information. Some findings suggest that understanding the primary motivations for using TikTok can inform strategies for utilising the platform effectively and integrating it into the learning environment. The study's identification of preferred content types (humorous videos, product reviews, musical content, and popular challenges) can guide the development of educational content that resonates with students. The fact that most students are passive consumers of TikTok content, primarily watching and engaging minimally, has implications for both students and educators. For students, it suggests a potential for increased media literacy education to help them critically evaluate and interact with online content more actively. It presents an opportunity for educators to explore innovative ways to leverage TikTok's engaging format for educational purposes, encouraging active participation and content creation. Apart from expanding this study to larger samples, future research may explore some of these implications and look into the potential that TikTok may have as a learning tool and dilute its reputation of being just a mind-numbing and time-consuming app.