In the children's world, Roblox is a platform full of creativity; but in our classroom, it serves as a perfect case study for business and economics.
Session 1: Starting with "Losses"
After class, I left the students with two thought-provoking questions:
1️⃣ Is losing money always a bad thing?
2️⃣ How will user hours change this quarter?
These seemingly simple questions guided them from being "Gamers" to "Thinkers." Bringing their own gaming experiences, they used analytical methods learned in class to predict the company's performance. It wasn't just guessing; it was an attempt to view gaming through an economic lens.
Session 2: Reading an Earnings Report
Just this month, Roblox released its Q3 2025 Earnings Report. We read this real-world financial data together, analyzing user growth, revenue sources, and competitive factors, learning how to tell a story with numbers.
Microeconomics: Supply & Demand
We introduced the core concept of the "Supply and Demand Curve." By observing Roblox's market position, children began to understand:
A company's fate is not determined by product alone, but by the balance of supply, demand, competition, and strategy.
The "Why" Behind the Loss
"Why does a company with so many players still lose money?" The children were surprised. We tried adjusting the financial model together, calculating costs and revenue, yet we still couldn't make the company "break even."
This is the reality of the business world: Sometimes, loss is not failure, but a necessary stage of investment for future growth.
🚀 Seeing the World Clearly
Roblox's business model isn't complex, but the economic logic behind it is rich. Through these two sessions, children learned to:
- ✅ Understand business through data & logic.
- ✅ See "Supply & Demand" beyond the game.
- ✅ Understand the stories behind "Loss" & "Growth".
🌟 Kidvestor Philosophy
Business education is not about teaching kids to make money, but teaching them to understand the world. Letting them grow through thinking and find their future through understanding.