Media Richness Theory

The major premise of media richness theory is that a person’s performance in a communication
situation tends to be a function of the fit between the characteristics of the communication
medium and the characteristics of the task to be performed (Daft & Lengel, 1984, 1986).
In other words, people who use the best fitting communication channel for their tasks will be
more effective than people who use the wrong-fitting communication channel. For instance, you
shouldn’t propose marriage or fire an employee using a text message, and you should send a
formal engraved invitation to invite your future in-laws to your wedding.
Communication media can have varying levels of “richness,” which refers to their potential
information carrying capacity (Daft & Lengel, 1984). Media richness also can refer to a
medium’s capacity to transmit multiple cues/clues and rapid feedback to the recipient of the
communication (Russ, Daft, & Lengel, 1990).
Bodensteiner (1970) created a hierarchy of communication media that ranked four different
media classifications. Daft and Lengel (1984) adapted this hierarchy and created a continuum of
media richness for four media channels with four media characteristics: (1) feedback, (2)
channel, (3) source, and (4) language. Their continuum rated media from highest to lowest in
terms of level of richness: face-to-face (most social presence), telephone, personal written,
formal written, and formal numeric (least social presence).
A later reformulation of the continuum (Lengel & Daft, 1988) rated media from highest to lowest
in terms of richness as physical presence (face-to-face), interactive media (telephone, electronic
media), personal static media (memos, letters, personally tailored computer reports), and
interpersonal static media (flyers, bulletins, generalized computer reports).
Face-to-face communication was described as the most rich communication medium because
it has the capacity for social presence, direct experience, multiple information cues, immediate
feedback, and personal focus.
Telephone communication is less rich because it has less direct feedback, fewer cues (no body
language, head nodding, eye contact, and so on).
Personal written media (such as memos, notes, and reports) are less rich than telephone due to
limited cues and slow feedback.
Impersonal written media (such as flyers, bulletins, and reports) are the least rich (most lean)
due to impersonal focus, limited information cues, and no feedback.
According to the theory, ambiguity is a key concept for determining the best communication
medium to use for each type of task (Daft & Lengel, 1986; Daft & Macintosh, 1981; Weick,
1979). Messages that are more ambiguous require using richer communication media in order to
be effective. Messages are ambiguous, or equivocal, when they can be interpreted in many
different ways. Meaning and understanding in these situations must be created, negotiated, and
shared among people. Richer communication media, such as face-to-face communication, tend
to be more effective for ambiguous messages. Face-to-face communication allows for discussion
of ideas, immediate feedback, and using both words and body language to convey meaning.
However, messages are unambiguous, or unequivocal, when only one interpretation is possible
and when there is already consensus about the meaning and interpretation of the message.
Messages that are less ambiguous only require using a lean (or less rich) communication medium
in order to be effective. Lean communication media include memos, letters, e-mails, and text
messages.
Carlson and Zmud (1999) examined how users’ perceptions of media can change over time with
continued usage of a medium. In an approach they referred to as “channel expansion,” they
focused on four user experiences that are particularly relevant for shaping users’ media
perceptions—namely, experience with the channel, the message topic, the organizational context,
and the communication co-participants.
More recent research has enhanced the description of the capabilities of communication-rich
media. For example, Lan and Sie (2010) have explored four user perceptions of the components
of media richness: content timeliness, content richness, content accuracy, and content
adaptability. Content timeliness means that the medium is time sensitive and allows for
immediate feedback. Content richness means that the medium includes various media types
(such as text, graphics, and video). Content accuracy means that the message can be explicitly
expressed or easily comprehended. Content adaptability means that the message can be adapted
to other formats or modes.

Criticisms and Critiques of the Theory

Media richness theory has generally been supported when tests were conducted on the so-called
traditional media, such as face-to-face, telephone, letters, and memos (Daft et al., 1987; Lengel
& Daft, 1988; Russ et al., 1990).
However, the theory has not stood up well when tested on newer media, such as e-mail, voice-
mail, and text messaging (for example, Suh, 1999).
In opposition to the theory, Rice (1983) found that communication media usage was weakly
associated with social presence in new media.
Other critics have commented that the theory assumes that people are passive receptacles of
whatever information is sent to them. Following the work of Habermas (1979, 1984, 1987),
researchers have explored the view that people are intelligent, active assessors of the truth,
completeness, sincerity, and context of the messages that are sent to them (Ngwenyama & Lee,
1997), so there are societal and cultural influences on media choice and usage.
Kock (2005, 2009) argued for a media naturalness approach. The media naturalness approach
follows that the more a communication medium is less like face-to-face communication, then the
more cognitive effort, ambiguity, and physiological arousal there are when using the medium.
Robert and Dennis (2005) found a paradox that goes against the main idea of the theory. They
argued that the use of rich communication media (high in social presence) can increase
motivation of the user, but can hinder the user’s ability to process the information received; the
use of lean communication media (low in social presence) can decrease motivation of the user,
but can facilitate the user’s ability to process the information received in the communication.

Measuring Variables in the Theory

Media richness variable items. Brunelle, E. (2009). Introducing media richness into an
integrated model of consumers’ intentions to use online stores in their purchase process. Journal
of Internet Commerce, 8, 222–245.

Measurements

The independent variable was the media selection of information delivery way, including SMS, Email,
and RSS, in the proposed learning environment.

The dependent variable of this experiment was related to the capabilities of media richness, including
content timeliness, content richness, content accuracy, and content adaptability.

As far as we known, there is no suitable instrument to measure this construct. Hence, based on media
richness theory, this study developed a media richness instrument.

This study used four 13-item scales as measures of the media richness including content timeliness,
content richness, content accuracy, and content adaptability based on media richness theory.
Source: Adapted from Brunelle, E. (2009). Introducing media richness into an integrated model
of consumers’ intentions to use online stores in their purchase process. Journal of Internet
Commerce, 8, 222–245.

Suggestions for Further Research

1. Examine the influence of media richness and the instructor’s teaching style and pedagogy
on online learning.
2. Explore the relationships among media richness and audience interest and engagement
with regard to media-based learning.
3. Look at the influence of social presence and media richness on motivation to help others
locally and remotely.
4. Examine the influence of media richness on customer stakeholder involvement and
engagement in desirable business activities.

Implications of the Theory for Managers

Media richness theory examines the effectiveness of using various communication media on
desired organizational outcomes.
You and your employees can use a variety of communication media— face-to-face, telephone, e-
mail, and text—to accomplish your necessary tasks.
The media you choose can have a significant impact on your own and your employees’ attitudes
and behaviors.
The communication media that will enable you all to perform the most effectively can be
determined by a variety of factors, such as cost, convenience, social factors, situational factors,
employee demographics, culture, and even the image that you want to present for your
organization.