Chinese Learning Apps

Goals

To determine the market size for Chinese learning apps-more specifically, for Chinese learning apps that focus on vocab, what percentage of the market is beginner users versus advanced users, and the average length of time people spend per day and in their lifetime on a Chinese learning app.

Early Findings

  • The online education industry market in China, which equaled 156 billion yuan in 2016 is forecast to equal 270 billion yuan (US$41 billion) in 2019, growing 20% annually.
  • In 2018, approximately 179 million people in China were participating in online learning. The online education industry market equaled approximately 300 billion Yuan in 2018 and is expected to grow rapidly, reaching 714 billion Yuan by 2025.
  • A Chinese adult spends, on average, 27 minutes per day on education.
  • Chinese men spend, on average, 28 minutes per day on education.
  • Chinese women spend, on average, 27 minutes per day on education.
  • Chinese citizens living in urban areas spend, on average, 29 minutes per day on education.
  • Chinese citizens living in rural areas spend, on average, 24 minutes per day on education.

Proposed next steps:

You need to be the project owner to select a next step.
We propose continued research that will enhance the background information we have provided. One: we will determine the market size for Chinese learning apps-more specifically, for Chinese learning apps that focus on vocab, which appeals to more advanced users. If triangulation is required, we will provide the data used to complete the triangulation. If we come across additional relevant financial information during the course, we will include those. Two: We will provide the percentage of the Chinese learning apps market, specifically related to vocab apps that is made up of beginner users compared to advanced users that are just trying to learn more. If triangulation is required, we will provide the data used to complete the triangulation. If we come across additional relevant financial information during the course, we will include those. If neither these percentages nor the data required to triangulate them is publicly available, we will provide related, relevant information. Three: We will the average time people spend per day and in their lifetime on a Chinese learning app. If triangulation is required, we will provide the data used to complete the triangulation. If we come across additional relevant financial information during the course, we will include those.
Additionally, we suggest research to find six companies in the Chinese learning app space with programs involving vocab. If we are unable to find six companies specifically in the learning app space, we will expand our research to include companies in the overall online education space, focusing on companies with vocab programs. Once six companies have been identified, we will complete a competitive landscape of the companies, comparing two companies at a time. For each company, we will provide, One: the name, Two: a brief company overview, Three: the subjects or educational areas taught through the app/program, Four: pricing information (is the app free, free with in-app purchases, or a paid app), and Five: how the company is different from its competitors (e.g. subjects, platform used)
Additionally, we suggest looking into 2-3 trends in education in China, specifically related to learning apps and online education. For each trend, we will provide, One; what the trend is, Two: why it is a trend (why we chose it), and Three: 1-2 examples of a company leaning into this trend.