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Originally, the content on Chesscademy was organized into courses. These courses consisted of videos, exercises, and quizzes. As part of the âLearnâ section, courses were separate from the âTrainâ and âPlayâ portions of the site. Our goal with this educational structure was to allow our users the utmost freedom to explore the site as they pleased. They could choose between watching videos of any course, solving tactics, or playing games. Users did not even have to sign up in order to access all parts of the site. However, we soon found that this approach proved to be suboptimal. We made a series of changes that led to the evolution of courses into paths.
One of the first decisions we made was to lock off content to the user that was beyond his or her level. Users were coming on Chesscademy, floating between courses, and disengaging with the site as soon as the content became too difficult. With our existing spread of difficulty in the curriculum, this led to quite a few users leaving Chesscademy simply because they were learning material beyond their level.
In order to bar users from attempting difficult courses, we needed to know more information about all of our users, not just the registered ones. Hence, the next decision was to require users to sign in to access Chesscademy content. With registered users, we can track progress and performance to make intelligent decisions as to where they belong on the site. With this information, we now had a better idea when a user could move on to more advanced material based on their prior performance.
The last decision we made was the change that turned courses into paths. We wanted to simplify the user experience by providing the user with the most relevant content at all times. This content doesnât necessarily have to be a video or an exerciseâtactics and games are also critical components of the educational process. Incidentally, games also provide an excellent benchmark for identifying the point in time when a user is ready to move on to the next block of content. Thus, tactic and game sets were introduced into courses and multiple courses were combined to create paths. With these developments, all elements of the Chesscademy experience are now accessible in a more directed fashion.
In order to build something that sticks, you need your users to be addicted to your product. At Chesscademy, it took us a bit of time to figure out why our users were leaving and a bit longer to implement a solution.
Growth is great. Bringing in users through SEO, social media, word of mouth, etc. is critical for a thriving business. However, growth through external channels cannot keep your company afloat if users are leaving faster than theyâre coming in. This leads us to our first important metric-user lifecycle. If youâre getting 1000 new users a day but 2000 are leaving simultaneously, youâre dealing with negative growth. Knowing how long users are interacting with your product is necessary to make vital product decisions.
On average, our users used to spend around 2 weeks on Chesscademy. We were acquiring new users roughly as quickly as we were losing them, so our growth stagnated for several weeks. We tried to figure out the source of the problem by emailing users that were leaving â ultimately, we discovered two things:
1. Users found it difficult to learn on Chesscademy
2. Users would forget about Chesscademy or simply not have enough time in their schedules to use the site
This feedback directed the future direction of the productâwe realized that Chesscademy wasnât effectively solving both of these problems. We made plenty of educational content freely available, but it wasnât perfectly adapted to each individualâs learning style. As Chesscademy was limited to web, users had to actively seek out the website and spend time on it in front of a computer in order to learn.
To make learning chess easy for any user, we needed a system that could create a personalized curriculum for each user. The next step in the product evolution would be a recommendation engine that could analyze a userâs interactions with the site and build a curriculum composed of the most relevant content. The first iteration of this feature, Paths, provided a superior learning experience and led to an increase in user retention.
The next step was bringing Chesscademy to mobile. Learning is a convenience-based activity, and educational content compressed into bite-sized pieces is critical in todayâs fast-paced society. Weâll be releasing a mobile app for both iOS and Android within the next few weeks.
In summary, I would recommend the following steps when considering growth. First, determine why users are (or arenât) using your product. If lifecycle is poor, go back to the original problem that you were trying to solve and see if the product you currently have fits the bill. If it doesnât, at best you need more product and customer development. Â At worst, you might not be solving a real problem.
At Chesscademy, we strive to help our users improve at chess. To accomplish this, we put a lot of effort into the core experience on the site. That said, the learning experience has sometimes been overwhelming â it can be confusing to choose which courses to take or when to solve tactics or play games.
But we think we can do much, much better.
We're solving this with Paths, an evolution of our courses. Paths simplify the learning experience with a guided sequence of lessons, tactic sets, and game sets. This way, you're learning new material, applying it in tactical scenarios, and finally, testing your knowledge in game.
Every chess player is unique. We play at different levels, have our unique strengths and weaknesses, and learn at our own pace. We don't want our users to do the guesswork about what they should be learning. That's why we've also created a new diagnostic system that determines your level and assigns you the best Path for your needs. More advanced Paths are locked, but you can get access by "testing out" of your current Path.
Along with the Paths update comes a ton of improvements throughout the site.
We recognize there's much more we can do to improve the Chesscademy experience, so we always appreciate your feedback. Please send any comments or questions you may have to [email protected].
A new course was released today that serves as an introduction to the Sicilian Dragon. This course is quite special to me because I started playing the Dragon at the tender age of 8 and continue to play it to this day. The opening complements my tactical play and has served me well in countless tournaments.
While I was creating the course, I pulled examples from modern opening theory as well as my personal games. I had quite a bit of fun creating it, and I hope you find it informative. I plan on releasing a course in the future that dives deeper into the opening and covers more complex topics.
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New Course Coming Soon - The Fire-Breathing Sicilian Dragon
Stay tuned for a new Chesscademy course! The Fire-Breathing Sicilian Dragon is a introductory course to the Dragon Variation of the Sicilian Defense. In addition to learning the opening moves, you will be exposed to key attacking and defensive ideas.
Although I grew up in the technological era of chess, I embarrassingly didnât have much to do with chess engines and databases. I loved reading books as a young child, and this disposition certainly affected my chess study habits. I found that when I went online to attempt to access the latest TWIC (This Week In Chess) release, I would inevitably be drawn to some gaming website or similar time-wasting activity (this unfortunate condition appears to have gotten worse with time). I found that sitting down in front of a board with nothing but a book in hand was the best way for me to study.
Allow me to elaborate on exactly what I did with these materialsâââI simply would play through the games slowly and think about each and every move. During some critical points I would mark the page, close the book, and look at the position for several minutes. This time was spent breaking down the imbalances, determining plans for both sides, and then coming up with several possible variations of moves. With these thoughts clear in my head (sometimes I would write them down on a piece of paper), I would re-open the book and compare my analysis with that of the authorâs. By repeating this process with many books, I gradually familiarized myself with a multitude of positions and obtained a better understanding of the thought processes of strong grandmasters.
Although I didnât know it at the time, the reasoning behind this procedure is rooted in the results of several chess-related studies in the field of cognitive scienceâââ(see Gobet, F. (2004). âRole of pattern recognition and search in expert decision makingâ along with its referenced publications for a more technical explanation). Essentially, strong chess players can zero in on the key aspects of a position by rapidly accessing points in long-term memory (called âchunksâ) and searching for similarly evaluated positions in the past, hence the term âpattern recognition.â In this form of studying, I was building up my reservoir of positions and accompanying plans I could call upon in the future. Indeed, as I went through more and more books, I noticed improved accuracy when comparing my analysis with the authorâs notes. The books that I went through included the entire âMy Great Predecessorsâ series by Garry Kasparov and my personal favorite âThe Mammoth Book of the Worldâs Greatest Chess Gamesâ by Burgess, Nunn, and Emms.
In a world where most players probably rely on software like Chessbase and Houdini for studying, this practice may be outdated. Nevertheless, this classical approach certainly has its merits, and I believe that its applications can be extended to far more areas than just a board game.
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