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Overall, being part of a larger maker marketplace or broader group of educational businesses seems to be where many surviving STEM startups are headed.
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Meanwhile some others that do require a screen to work are trying to distinguish what they’re offering as “good screen” time versus the addictive “digital sugar” of non-learning-focused games and/or social media … whether parents buy that remains to be seen.įor surviving STEM players, increasing amounts of their time and energy are being directed away from the consumer space and toward supplying schools with learning-geared kit and resources directly - chasing a more reliable revenue stream, although selling to schools is no cake walk, either. Hence lots of products feature marketing that loudly touts “screen-free” alternatives to teaching coding (such as by using physical blocks/cards/buttons etc).
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One extra challenge for STEM toy makers is the (now) high concern over kids’ screen time. Plus, it feels like some of the earlier hype (and loud claims) - around gizmos that “teach coding” - has faded to a more practical/realistic and less flashy projection of potential educational value. After all, kids are fickle and even the fanciest toy can soon be discarded for a newer, shinier thing. As do pivots (see: Kano’s new jam, for example). But, in general, the category’s experimental “Cambrian explosion” moment seems to have passed - and the programmable robots have (mostly) taken over.Ĭonsolidation remains a big theme in the space. Product novelty also feels like it’s diminishing, even as maker hardware itself is flourishing (thanks to the likes of the Raspberry Pi). At the same time, it’s clear that sustaining a business selling educational gizmos/games is challenging, with a number of players winking out of existence (or taking an exit) since we last checked in. The learn-to-code category as a whole continues to mature, showing a strengthening (and welcome) focus on art and design, not just pure engineering.