This company pays kids to do their math homework | Mohamad Jebara

70,554 views ・ 2018-03-02

TED


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譯者: Lilian Chiu 審譯者: Yanyan Hong
00:13
For as long as I remember, I've loved mathematics.
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在我的記憶當中, 我一直都熱愛數學。
00:18
Actually, it's not 100 percent true.
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其實,這句話並非百分之百是對的。
00:20
I've loved mathematics for all but a two-week period
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我一直都熱愛數學, 除了一段兩星期的時間,
00:24
in senior high school.
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發生在高中時期。
00:25
(Laughter)
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(笑聲)
00:26
I was top of my class,
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我在班上名列前茅,
00:28
and we were about to start the Extension Maths course.
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我們即將要開始一門 叫做延伸數學的課,
00:30
I was really excited about this brand new topic coming up,
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我對於這個將要學到的 新主題感到十分興奮:
00:34
complex numbers.
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複數。(註:直譯為複雜數字)
00:36
I like complex.
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我喜歡複雜。
00:38
My teacher was priming us for the concepts
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我的老師先給我們一些觀念,
00:40
with some questions about square roots.
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問到關於平方根的問題。
00:42
Square of nine -- three;
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9 的平方根是 3;
00:44
square of 256 -- sixteen.
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256 的平方根是 16;
00:46
Too easy.
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太簡單了。
00:48
Then she asked the trick question:
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接著她問了一個腦筋急轉彎的問題:
00:50
What about the square root of negative one?
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那麼 -1 的平方根呢?
00:53
Of course, we were all over it --
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當然,我們熱切地嘮叨著:
00:55
"Come on, Miss!
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「少來了,老師!
00:56
We all know you can't take the square root of a negative."
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我們都知道負數不能開平方根。」
00:59
"That's true in the real world," she said.
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她說:「在真實世界是如此,
01:02
"But in the complex world,
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但在複數的世界裡,
01:04
the square root of negative one is the imaginary number i."
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-1 的平方根就是『虛數』 i。」 (註:照字面譯是「想像的數字」)
01:09
(Laughter)
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(笑聲)
01:12
That day,
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那一天,
01:13
my entire mathematical world came crashing down on me.
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我的整個數學世界垮在我身上。
01:16
(Laughter)
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(笑聲)
01:18
"Imaginary numbers?
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「虛數?
01:19
Seriously?
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當真嗎?
01:21
But mathematics is a source of truth,
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但數學是個真相的來源,
01:23
please don't go abstract on me.
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拜託別跟我來抽象的這一套。
01:25
I would have studied art
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如果我想要玩「想像的」數字,
01:27
if I wanted to play with imaginary numbers."
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早就去學藝術了。」
01:29
(Laughter)
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(笑聲)
01:31
"This is Extension Maths, let's get back with our program!"
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「這是延伸數學, 咱們回來上我們的課吧!」
01:34
She didn't,
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她沒有,
01:36
and over the next couple of weeks,
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在接下來的幾週,
01:37
I reluctantly performed meaningless calculations,
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我很不情願地做無意義的計算,
01:41
(Laughter)
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(笑聲)
01:42
finding imaginary solutions to quadratic equations.
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針對四次方程式,找出虛數解。
01:45
(Laughter)
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(笑聲)
01:46
But then something amazing happened.
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但接著,驚人的事發生了。
01:48
We began finding elegant solutions
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對於以前無解的真實世界問題,
01:51
to real-world problems we previously had no answers to,
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我們開始找到漂亮的答案,
01:55
starting with the complex world of imaginary numbers.
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答案就從複數世界的虛數開始。
01:59
So some mathematician 500 years ago
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所以,五百年前的一些數學家
02:02
decides to have some fun and make up these imaginary numbers,
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想要找點樂子, 所以編造出了這些虛數,
02:06
and because of that we can now derive these amazing identities
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正因如此,我們現在才能 導出這些驚人的恆等式,
02:11
with applications in the real world,
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在真實世界中應用,
02:13
in fields like electrical engineering.
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用到像是電子工程的領域上。
02:16
Wow!
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哇!
02:17
I gained a whole new level of appreciation for mathematics.
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我對數學的欣賞又再上了一層樓。
02:21
And after my brief mistrust,
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在我那段短暫的不信任之後,
02:24
I was now in love with the subject more than ever.
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我現在對這個科目的熱愛 又更勝於過去。
02:28
Francis Su, the mathematician, sums it up beautifully when he says,
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數學家法蘭西斯蘇用以下的說法, 做了很漂亮的總結:
02:32
"We study mathematics for play, for beauty,
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「我們研究數學的目的是樂趣、美麗、
02:37
for truth,
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真相、
02:38
for justice and for love."
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正義,和愛。」
02:41
But if you ask a student today,
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但如果你去問現在的學生,
02:43
you'll probably hear a different story.
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聽到的回應可能大不相同。
02:45
You might hear "difficult" and "boring."
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你可能會聽到「困難」及「無聊」。
02:48
And they might be right about difficult.
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說「困難」可能沒錯。
02:50
But it's certainly not boring.
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但它絕對不無聊。
02:53
In fact, I'd say being difficult to master
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事實上,我認為它之所以美麗,
02:56
is part of what makes it beautiful.
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部分原因是因為它很難精通。
02:58
Because nothing worth doing is easy.
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因為,值得做的事都不容易。
03:02
So we need students to stick around long enough through the difficult parts
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所以我們需要學生能夠 撐久一點,撐過困難的部分,
03:06
to appreciate the beauty when it all ties together.
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才能在一切結合起來時 欣賞它的美麗。
03:09
Much like I did for that brief couple of weeks in high school.
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就像我在高中時那短短幾週的情況。
03:14
Unfortunately, our school systems --
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不幸的是,我們的學校體系——
03:17
we move students through mathematics in a lockstep process.
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我們讓學生用密集 連鎖步伐的過程來學數學。
03:21
So those who fall a little behind
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所以,稍微落後一點的人,
03:23
find it near impossible to ever catch up and appreciate that beauty.
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就會覺得要趕上並欣賞 數學之美是幾乎不可能的。
03:28
But why is this a problem?
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這為什麼是個問題?
03:29
Why should we care?
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我們為什麼要在乎?
03:31
Well today, more than ever,
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比起過去,現今,
03:32
our world needs every citizen to be skilled in mathematics.
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我們的世界更需要 每位公民都具有數學技能。
03:37
With the advent of artificial intelligence and automation,
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隨著人工智慧和自動化的出現,
03:40
many of the jobs we see today will either not exist
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現今的許多工作 在將來不會繼續存在,
03:43
or be transformed to require less routine work
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或是會被轉變成 比較不需要例行性的工作,
03:46
and more analysis and application of expertise.
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需要更多分析與專門知識的應用。
03:50
But we're not producing the extra mathematics students
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但我們並未產出額外的數學學生
03:53
to fill these new roles.
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來補這些新角色。
03:54
This graph shows the number of students
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這張圖上的是學生數目,
03:56
taking Standard Mathematics
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有修基礎數學的學生,
03:58
and Advanced Mathematics
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及有修進階數學的學生,
04:01
over a period of 20 years in Australia.
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時間是過去二十年,地點是澳洲。
04:03
It's clear that while we have demand for mathematics skills rapidly increasing,
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很顯然,雖然我們對於 數學技能的需求正在快速增加,
04:09
supply is in steady decline.
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供應卻在穩定地下降。
04:13
To put things in perspective,
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正確地說,
04:15
half of the students completing high school today in Australia
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在澳洲,有一半的高中畢業生
04:20
are not prepared to understand any argument
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都沒有準備好了解任何關於
04:23
about rates of change in data.
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資料改變率的論點。
04:26
In this digital age
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在這個數位時代,
04:28
where fake news can influence election results,
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連假新聞都能夠影響選舉結果,
04:32
this is very concerning.
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這點很讓人憂心。
04:35
Let me give you a concrete example.
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讓我舉個具體的例子。
04:37
Let's take a closer look at that graph.
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咱們更仔細看一下那張圖。
04:39
Can everyone see what I've done there to stress my point?
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有沒有人看得出來, 我做了什麼來強調我的重點?
04:42
If you can't, let me show you now,
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如果沒有,我現在做給各位看。
04:45
with the vertical axis starting at zero, where it should be.
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如果縱軸的起始點是零, 原本看起來應該像這樣。
04:49
There, you see it now, right?
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你們現在看見了,對嗎?
04:50
It's the exact same data
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資料都沒有變,
04:52
but I've manipulated the representation to influence you.
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但我調整了呈現方式,來影響你們。
04:57
And that's cool, that's my job up here.
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那很酷,那是我在台上的工作。
04:59
(Laughter)
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(笑聲)
05:00
But in all seriousness,
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但,說正經的,
05:01
unless we do something
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除非我們採取行動
05:03
to drastically improve student engagement with mathematics,
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來大大改善學生對於數學的投入,
05:06
we'll not only have a huge skills shortage crisis
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不然,我們不僅會有 技能短缺的大危機,
05:10
but a fickle population,
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還會有會動搖的人民,
05:12
easily manipulated by whoever can get the most air time.
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很容易被取得最多 播送時間的人給操弄。
05:17
So what's the solution?
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所以,怎麼解決?
05:19
There are a lot of things we have to do.
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我們需要做的事情很多。
05:21
We need curriculum reform.
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我們需要課程改革。
05:23
We need our best and brightest encouraged to become teachers.
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我們需要鼓勵最好 和最聰明的人去當老師。
05:27
We need to put an end to high-stakes tests
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我們得停止用考試結果為補助依據,
05:30
and instead follow a mastery-based learning approach.
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改成使用以精通為基礎的學習方法。
05:33
But all these things take time.
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但這些都要花時間。
05:37
And I'm impatient.
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我不是有耐心的人。
05:40
See, I've been thinking about this for eight years now.
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我過去八年都在想這件事。
05:43
Ever since I left my job as a derivative trader
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自從我辭掉衍生產品交易員的工作,
05:46
to build a web application to help students learn mathematics.
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去建立網路應用程式來協助 學生學習數學,就開始想了。
05:50
Today, our app is used by schools across the globe.
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現今,全球都有學校 在用我們的應用程式。
05:54
And we're seeing big improvements
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我們看到經常使用 這個程式的學生進步很大。
05:56
for students who use the program regularly.
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05:59
But here's the thing --
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但,重點是
06:00
we're only seeing it for students who use the program regularly.
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只有常用這個程式的學生才有進步。
06:06
And most of them don't.
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而大部分學生並不常用。
06:09
So after years of developing and refining the application,
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所以,在花了數年時間發展 和改善這個應用程式之後,
06:13
our biggest challenge was not so much product related,
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我們最大的挑戰竟然 和產品沒有很大的關係,
06:16
our biggest challenge was motivating students
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我們最大的挑戰是要鼓勵學生,
06:18
to want to work on their gaps in understanding.
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讓他們「想要」去改善 他們在了解上的不足。
06:23
You can imagine in today's attention economy,
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你們可以想像,在現今的 注意力經濟當中,
06:25
we're competing against Facebook, Snapchat and PlayStation
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我們的競爭對手是臉書、 Snapchat、PlayStation 遊戲,
06:29
to try and get these students' time.
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跟它們搶學生的時間。
06:31
So we went back to the drawing board
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所以,我們回到計畫階段,
06:33
and started to think about how we could make it worthwhile
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開始思考,我們要如何讓學生覺得
06:36
for students to spend some of their "attention budget"
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值得花一些他們的「注意力預算」
06:40
on their education.
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在他們的教育上。
06:42
We tinkered with gamification elements
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我們補上遊戲化的元素,
06:44
like points, badges and avatars,
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比如點數、徽章、頭像,
06:47
and we'd see a temporary spike in engagement
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在參與度上有出現暫時性的提升,
06:50
but things would go back to normal as soon as the novelty wore off.
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但新鮮度不再時,馬上又回到原狀。
06:54
Then one day, my cofounder, Alvin,
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有一天,我的共同創辦人艾文
06:56
came across a study of students in Chicago
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看到一篇關於芝加哥學生的研究,
06:59
led by the behavioral economist, Steven Levitt,
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主導研究的是行為經濟學家 史帝芬萊維特(Steven Levitt),
07:01
where they paid students who improved on their test scores.
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在研究中,他們付錢給學生, 要他們改善考試分數。
07:06
He started telling me about some of the things they tested for
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他開始告訴我研究做的一些測試,
07:09
and the interesting findings they had.
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以及有趣的發現。
07:12
For instance, they found that incentivizing students for inputs,
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比如,他們發現獎勵學生的投入,
07:17
like effort,
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比如努力,
07:18
worked a lot better than incentivizing for outputs,
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效果大大優於獎勵他們的結果,
07:22
like test scores.
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如考試成績。
07:24
They found that for younger students, you could win them over with a trophy
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他們發現,對年輕學生, 用獎品可以贏得他們的心,
07:27
but for older students,
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但對較年長的學生,
07:29
you really needed cash.
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他們要的是現金。
07:30
(Laughter)
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(笑聲)
07:32
And the amount of cash mattered -- 10 dollars was good,
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且現金的金額也很重要,$10 很好,
07:35
20 dollars -- even better.
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$20 更好。
07:38
But perhaps most importantly,
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但也許,最重要的是,
07:40
they found that the rewards had to be instant
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他們發現,獎賞要「即時」,
07:42
rather than promised at a later date.
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不能向他們保證晚一點再給。
07:45
They went as far as to give the students 20 dollars and say,
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他們做到這種程度—— 給學生 $20,然後說:
07:48
"Touch it, feel it, smell it --"
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「觸摸它,感受到,聞聞它。」
07:50
(Sniffing)
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(鼻吸)
07:51
"It's all yours.
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「這全是你的。
07:53
But if you fail, I'm going to take it back."
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但若你失敗了,我會把它收回來。」
07:55
And that worked really well.
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那樣做得效果非常好。
07:59
I immediately got excited
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我馬上就很興奮,
08:00
about the possibilities of implementing this in our program.
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心想有可能把這個點子 導入我們的程式中。
08:03
But once the excitement settled down,
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但等興奮感平靜下來之後,
08:05
there were a few concerns that crept in our minds.
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我們慢慢想到了一些考量。
08:08
Firstly,
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首先,
08:10
was this ethical?
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這樣合乎道德嗎?
08:11
(Laughter)
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(笑聲)
08:12
Secondly, how would we fund this thing?
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第二,我們哪來的資金?
08:15
(Laughter)
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(笑聲)
08:16
And finally,
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最後,
08:17
would the results be sustained if the students were no longer paid?
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如果不再付錢給學生, 結果會維持下去嗎?
08:21
Now, let's look at the ethical part first.
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先來看看道德的部分。
08:23
I'm a bit of a mathematical purist.
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我有點算是數學純粹主義者。
08:25
So I'd be one of the first people to say that we should study mathematics
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我會是最先說我們應該要為了數學
08:29
for the sake of mathematics.
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而學數學的人之一。
08:31
Remember -- for play, for beauty, for truth, for justice and for love!
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記得嗎?目的是為了樂趣、 美麗、真相、正義,和愛!
08:36
Not for money!
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不是為了錢!
08:37
(Laughter)
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(笑聲)
08:39
As I struggled with this, I came to see that,
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我為此掙扎時,漸漸理解到,
08:41
while it's a way I look at mathematics now,
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雖然那是我現在看數學的一種方式,
08:43
it's only because I studied it long enough to appreciate it.
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也只是因為我研究數學夠久, 讓我能欣賞它。
08:47
It's very difficult to tell a student struggling with mathematics today
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很難告訴一個現在正在 因為數學而掙扎的學生,
08:50
to work hard for a payoff in the distant future.
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只要努力,在遙遠的未來會有回報。
08:54
And it's not so much bribery that's at work here,
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這裡其實還算不上有什麼行賄,
08:56
because I could bribe students
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因為我可以賄賂學生,
08:58
by telling them about my big bonuses in my derivative trading days
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告訴他們我還在當 衍生產品交易員的日子,
09:02
as a reward for doing well at maths.
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因為數學做得好而得到高額獎金。
09:04
But it doesn't pay off for a very long time.
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但在很長一段時間內沒有回報。
09:07
So it's practically naught.
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所以,它其實是零。
09:10
Behavioral economists call this hyperbolic discounting.
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行為經濟學家稱 這個現象為「雙曲貼現」。
09:13
And Levitt goes as far as to say
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萊維特竟然還說,
09:15
that all motivating power vanishes
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當獎賞的分發時間被延遲時,
09:18
when rewards are handed out with a delay.
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所有的驅動力量都會消失。
09:21
So, from a purely economic point of view:
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所以,純粹從經濟的觀點來看:
09:26
if we don't use immediate incentives,
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如果我們不使用立即的獎勵,
09:29
we are underinvesting in student outcomes.
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我們對於學生成果的投資就是不足的。
09:33
I took heart from that, and came to see that as a society,
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那增加了我的信心,我漸漸了解,
我們這個社會其實 很習慣財務的獎勵。
09:36
we're actually quite used to financial incentives.
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09:38
Whether it be by the government, by employers or at home.
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不論是由政府提供、 僱主提供,或家裡提供的獎勵。
09:42
For instance, many parents would pay their children
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比如,許多父母會付錢給孩子,
09:45
an allowance or pocket money for doing chores in the house.
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給他們零用錢或私房錢 要他們做家事。
09:48
So it wasn't really all that controversial.
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所以,這種做法並沒有那麼爭議。
09:51
As I thought about that,
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當我想到這點時,
09:53
it started to answer that second question of how we were going to fund this.
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它也開始解答了第二個問題, 我們的資金從哪裡來。
09:56
Naturally, parents are the most invested in their children's education.
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自然地,在孩子的教育中 投資最多的人就是父母。
10:01
So, let's charge them a weekly subscription fee
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所以,咱們來向他們 收取每週的訂購費,
10:04
to use our program,
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付費使用我們的程式,
10:06
but --
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但是,
10:07
if the students complete their weekly maths goal,
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如果學生完成了 他們的每週數學目標,
10:10
we'll refund the subscription amount directly into the child's bank account.
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我們就把訂購費的金額直接 退還到孩子的銀行帳戶中。
10:16
We chose three exercises completed
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我們選了三項練習
10:19
over a one week period
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要在一週內完成,
10:21
for a 10 dollar reward.
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獎賞為 $10。
10:23
That way we're incentivizing effort rather than performance
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這麼一來,我們在獎勵的 就是努力而非表現,
10:27
over a short enough period
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經過很短的時間就能得到獎勵,
10:29
and with a substantial enough payout for the students to care.
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獎勵的金額也足夠讓學生在乎。
10:33
Now, I remember when I first told my wife about this new business model.
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我記得我初次告訴我太太 這個新的商業模型時的狀況。
10:37
If she had any doubt left that I've gone completely mad,
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如果她有一點點懷疑我完全瘋了,
10:42
that pretty much confirmed it for her.
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那幾乎讓她確認了。
10:45
She said to me, "Mo ...
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她對我說:「小穆……
10:47
you realize that if everybody does their homework, which you want,
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你要知道,如果人人都如你所願 好好地做他們的家庭作業,
10:51
you're not going to make any revenue, which you don't want.
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你就不會有任何利潤,這非你所願。
10:54
Great business model."
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好棒的商業模型。」
10:55
(Laughter)
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(笑聲)
10:56
I say it's more like an antibusiness model,
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我說,它比較像是個反商業模型,
10:59
it's free if you use it, but you pay if you don't.
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用它就是免費的,不用它就要付費。
11:03
Now, I knew from experience
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根據經驗,我知道,
11:04
that not everybody in the country was going to jump on
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不可能全國每個人都會因此動起來,
11:07
and do their maths homework every week.
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並每週完成數學的家庭作業。
11:09
And if they did, sure we'd go bust pretty quickly,
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若大家都做到,我們很快就會破產,
11:11
but hey, we would have solved the country's maths skills crisis.
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但,嘿,我們就能解決 這個國家的數學技能危機呢。
11:15
(Laughter)
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(笑聲)
11:17
As a company, we've always run a double bottom line,
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我們開公司總是會有雙重底線,
11:20
looking to both make a return for investors
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期望能為投資者取得收益,
11:22
as well as improve student outcomes.
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同時也要改善學生的結果。
11:24
We know that our path to long-term profitability
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我們知道若想要有長期收益性,
11:27
is through improving student outcomes.
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就要去改善學生的結果。
11:29
So our dual objectives should never be at odds.
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所以,我們的雙重方針 應該永遠不會不一致。
11:35
So we're always looking
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所以,我們總是在注意,
11:38
to make our product decisions
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當要做產品決策時,
11:39
around helping students reach their weekly maths goal,
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要考量能協助學生達成 他們的每週數學目標,
11:42
effectively ensuring that they get paid
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有效地確保他們會賺到錢,
11:45
and not us.
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而不是我們。
11:47
Now you must be wondering: How is this crazy business model going?
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你們現在一定在納悶: 這瘋狂的商業模型進展如何?
11:51
You'll be glad to know we're still in business.
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你們會很高興知道,我們還在營運。
11:54
We've been testing this now for the last five months
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過去五個月,我們一直在測試,
11:57
on just our personal home users in Australia
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對象只有我們在澳洲的 居家個人使用者,
11:59
before we think about rolling it out to schools.
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之後才會考慮把它推展到學校。
12:02
And here are the early results.
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這些是早期的結果。
12:04
The green represents students who are completing their weekly maths goal
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綠色代表的是完成 每週數學目標的學生,
12:08
and the red those who aren't.
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紅色則是沒有完成。
12:10
You can see a lot more completing their homework than not.
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你們能看到,完成的人 比沒完成的人多很多。
12:13
In fact, as our user base has grown,
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事實上,隨著我們的 使用者基礎變大,
12:15
we found the percentage to be pretty steady, at around 75 percent.
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我們發現,百分比 相當穩定,大約在 75%。
12:19
So on average, we receive our weekly subscription fee
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所以,平均來說, 我們每四週會收到
12:23
once every four weeks,
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一次的每週訂購費,
12:25
and the other three weeks, we're rewarding the students.
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剩下的三週則是在獎勵學生。
12:29
Now of course we're leaving some money on the table here,
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當然,我們有把一些錢留在桌上,
12:32
but guess what?
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但,你們猜如何?
12:33
It turns out these students
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結果發現,這些學生
12:35
are 70 percent more engaged than students not on the reward program.
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比沒有參與獎勵方案的學生, 投入程度還要高 70%。
12:41
Check.
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打勾(確認)。
12:44
From a business perspective,
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從商業的角度,
12:46
they are less likely to churn
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他們是比較不會流失的客戶,
12:48
and more likely to refer friends,
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比較有可能推薦朋友,
12:50
so we're hoping to trade off a lower revenue per user
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所以,我們希望能把 「每位使用者利潤」較低的使用者
12:53
for a bigger and more engaged user base.
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換成比較大、比較投入的使用者基礎。
12:56
Check and check.
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打勾再打勾。
12:59
Now for that final question.
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至於最後一個問題。
13:01
Would they keep coming back if they were no longer paid?
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如果不再付錢給他們, 他們會持續回來嗎?
13:04
Mathematics is so much more than just a subject you study at school.
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數學絕對不只是 你在學校學的一個科目。
13:08
It's a human endeavor.
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它是人類的努力。
13:10
It's what helps us to understand the world around us.
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它能協助我們 了解我們周遭的世界。
13:14
And the more you know, the more you want to know.
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你知道的越多,會想要知道更多。
13:17
So yes, we've triggered initial engagement
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所以,是的,我們用財務獎勵來觸發
13:20
with a financial reward.
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初始的投入。
13:22
But in the long run,
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但從長期來說,
13:24
the money won't matter anymore.
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錢就不再重要了。
13:26
Because in the long run,
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因為,長期來說,
13:27
the wonder of mathematics will be the incentive
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獎勵,將會是見證數學的驚奇,
13:30
and understanding it
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報酬,則是讓你我真正了解它。
13:32
will be the reward.
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13:34
Thank you.
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謝謝。
13:35
(Applause)
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(掌聲)
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