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by redeux
581 days ago
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Here’s some constructive (I hope) feedback on your site and pitch. There’s no mention of the courses actually offered if I sign up - instant no go for me. AI + Human course development isn’t a feature, it’s a process you used to drive efficiency. It actually makes me trust your product slightly less. The text only format doesn’t make sense to me. Based on the AI stuff it makes me think you just couldn’t generate quality visual content with AI and didn’t want to pay someone to do it. Charts, diagrams, and visuals are obviously very important means of communicating complex information. It’s why nearly all scientific and educational content includes them. I’m squarely in your demographic. I’m a life long continuous learner who often learns things just for the sake of learning. I have the ability to pay. I use or have used similar apps. But as presented, yours does not resonate with me (for the reasons above). I hope this is helpful. |
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To address your concerns about AI-generated content: while it’s true that we use AI as part of our process, the content is always edited and fact-checked by humans. If any information cannot be substantiated, it’s either revised or completely replaced with factually accurate data. We fully understand the risks of AI hallucination and have built robust measures to mitigate them. In fact, in internal testing, we’ve found our fact-checking process results in content that’s often more accurate than traditionally written material. We’re even considering sharing our findings to back this claim.
Here’s a list of the courses we currently offer: Philosophy, Psychology, Science and Technology, Health and Wellness, Leadership, Business, Productivity, Economics, Critical Thinking and Logic, Decision Science, Storytelling & Narrative, Self-Help, and History's Great Ideas.
As for the lack of visuals, this decision was intentional. Our research supports the idea that reading-focused content promotes deeper understanding and retention for many learners. While visuals can aid understanding, they can also distract, particularly for individuals with ADHD (like myself). For instance, in a small test we conducted, participants who engaged with text-only content retained the material better after a week compared to those who used content with visuals. That said, we’re not entirely without visuals—where necessary (e.g., diagrams for complex ideas), we’ll include them to ensure clarity.
We’ve also kept our content short and concise, designed to be consumed in around four minutes per lesson, which research shows is an optimal length for retaining information. We leverage storytelling to engage readers and stimulate their imagination, helping them connect with the material on a deeper level. As someone who has long loved books, I know the unique power of using imagination to build and explore ideas.
I hope this provides clarity and addresses your concerns. Thank you again for your input—it helps us grow and improve!
Paivio, A., 1986. Mental representations: A dual coding approach. New York: Oxford University Press.
Standing, L., 1973. Learning 10,000 pictures. Quarterly Journal of Experimental Psychology, 25(2), pp.207-222.
Brilliantio.com, n.d. The neuroscience of storytelling. Brilliantio.