考虑交叉网络外部性的视频平台商业模式研究

基于我国的现实情境,构建了对称免费(FF) 、不对称付费(PF) 和对称付费(PP) 3 种网络视频平台市场竞争模型,通过模型的对比分析,揭示我国网络视频平台商业模式的演变机理和路径,重点探讨了正负交叉网络外部性的相对关系在其中所起的作用． 研究表明,在平台节目内容差异性一定的情形下,两平台竞争博弈的均衡结果和商业策略选择均受到正负交叉网络外部性的相对关系的重要影响． 随着正负交叉网络外部性相对关系的变化,我国网络视频平台商业模式将经历“对称免费模式”、“不对称付费模式”和“对称付费式”3 个阶段的演变． 相应地,平台所采用的商业策略也将经历“免费 + 广告”、“补贴 + 广告”、“会员费 + 广告” 和“纯会员费”4 个阶段的变化． 然而,只有对称的 FF 和 PP 模式才是网络视频平台竞争的纳什均衡结果,而不对称的商业模式竞争(PF) 不构成纳什均衡．     

考虑交叉网络外部性的视频平台商业模式研究北大核心CSCDCSSCI

基于我国的现实情境,构建了对称免费(FF)、不对称付费(PF)和对称付费(PP)3种网络视频平台市场竞争模型,通过模型的对比分析,揭示我国网络视频平台商业模式的演变机理和路径,重点探讨了正负交叉网络外部性的相对关系在其中所起的作用.研究表明,在平台节目内容差异性一定的情形下,两平台竞争博弈的均衡结果和商业策略选择均受到正负交叉网络外部性的相对关系的重要影响.随着正负交叉网络外部性相对关系的变化,我国网络视频平台商业模式将经历“对称免费模式”、“不对称付费模式”和“对称付费模式”3个阶段的演变.相应地,平台所采用的商业策略也将经历“免费+广告”、“补贴+广告”、“会员费+广告”和“纯会员费”4个阶段的变化.然而,只有对称的F F和P P模式才是网络视频平台竞争的纳什均衡结果,而不对称的商业模式竞争(PF)不构成纳什均衡.     

基于个人即时通信增值业务的免费顾客付费意愿影响因素研究

以社会认知理论为基础,针对个人即时通信这一典型虚拟社会网络情境,引入网络外部性(关系数量)、虚拟社会资本(关系质量)和网络黏度来构建免费顾客付费意愿的影响模型。基于422个样本的研究发现,免费顾客付费意愿受到网络外部性、虚拟社会资本和顾客感知价值的直接影响,网络黏度调节虚拟社会资本与网络外部性对免费顾客付费意愿的直接影响。最后,为提高免费顾客的付费意愿提出了对策建议。     

口碑效应下网络视频定价与广告投放最优决策

近年来，网络视频成为一种重要的新型消费内容，同时网络口碑对在线内容扩散的影响也日益深刻。本文考虑网络视频收费期内用户情绪效用产生的网络口碑对视频节目扩散过程的影响，运用数理分析方法，研究了网络视频运营商关于节目价格与广告投放量的最优决策问题，并分析了节目口碑属性、节目试看、节目体验质量和收费期等因素对最优决策结果的影响。研究发现，当付费用户与普通用户的视频体验质量差异足够大时，运营商将选择广告主导型策略(广告投放水平相对较高)，反之则选择收费主导型策略(收费水平相对较高)。当节目口碑越好、试看时间越短、付费模式体验质量越低或免费模式体验质量越高时，运营商越倾向于选择收费主导型策略，相应的节目价格、广告投放量和运营商期望利润也将视条件发生不同变化。基于前述最优决策结果，运营商可进一步针对节目口碑属性对收费期进行优化。     

正负试看效应下网络视频平台的内容提供策略选择

基于网络视频的消费行为特征,在正负试看效应下建立了考虑消费者学习成本和预期认知的网络视频平台收益模型,分析不同情况下的平台收益和策略选择。研究发现:当平台不提供免费试看时,若消费者学习成本较小,付费策略的收益大于免费策略的收益。当平台提供试看时,若学习成本较大,正负试看效应下平台提供试看的收益均大于不提供试看的收益。试看效应为正向时,若学习成本较小,平台应该选择付费策略;若学习成本较大,平台应选择试看策略;若学习成本适中且预期认知较高,平台应选择免费策略。试看效应为负向时,无论消费者预期认知和学习成本如何变化,平台均不会选择试看策略,但提供试看不一定为最劣选择。此外,当消费者预期认知较低且学习成本较小时,负向试看效应下的平台收益大于正向试看效应下的平台收益。     

具有负网络外部性的媒体平台竞争与福利研究

文章将消费者区分为广告厌恶型和广告无差异型,研究了消费者广告偏好差异和广告商平台接入行为对媒体平台价格竞争与广告量决策的影响,并进行了社会福利分析.研究发现,无论广告商是单平台接入还是多平台接入,媒体平台的广告费将随着广告偏好厌恶型消费者占消费者总人数的比例的增加而增加;同时在广告商单平台接入下,媒体平台利润将随着广告偏好厌恶型消费者的增加而增大,均衡广告量与社会福利最大化的广告量是一致的;而在广告商多平台接入下,媒体平台利润将随着广告偏好厌恶型消费者的增加而减少,并且媒体平台竞争均衡广告量是否大于社会福利最大化的广告量水平,这取决于广告厌恶型消费者占消费者总人数比例.     

网络视频媒体同步播出节目运营策略研究

本文以两个网络视频媒体提供有质量差异的视频节目为研究对象,通过理论建模分析两个网络视频媒体节目提供模式与在线广告定价模式的最优选择问题。研究发现,在均衡条件下低质量网络视频媒体的用户只选择其免费模式的视频节目,低质量网络视频媒体应提供免费模式的视频节目且选择CPC广告定价模式,通过广告来获取得收益;高质量网络视频媒体的用户只选择其收费节目,高质量网络视频媒体应提供收费模式的视频节目,通过节目收费获得收益。低质量网络视频媒体的免费节目的用户规模要大于高质量网络视频媒体的用户规模,并且两者节目质量差异的缩小将导致两者的用户规模的差距扩大。本文的研究结论对已融合网络视频新媒体的传统电视媒体在制定节目策略时也有一定的借鉴意义。     

视频平台用户生成内容投资和定价决策

平台管理者需要在考虑双边网络外部性的条件下对两边用户进行定价决策,除此之外投资策略也愈显重要。文章以视频平台为对象,用博弈模型研究视频平台在两边定价和 UGC (用户生成内容) 投资策略上的利益权衡。不同的内容来源具有不同的属性,UGC 内容相对于版权视频对广告商的吸引力不同,从而影响平台的投资策略。考虑了 3 种情况: 垄断、广告商多归属的寡头竞争以及广告商单归属的寡头竞争。研究提供了不同情况下视频平台的定价和UGC投资的决策指导,并比较了与传统市场的视角下决策的不同之处。结论显示不同的竞争条件下平台对于用户定价和 UGC 内容的投资策略如何受到 UGC 内容的特性以及平台间差异性的影响。     

基于连续时间模型的网络视频商业模式选择研究

面对日益增长的网络视频需求,如何选择商业模式,以及如何在不同模式之间进行转换,已经成为网络视频运营商所关注的问题。以网络视频商业模式收费型与免费型为研究对象,考虑用户对视频选择的不确定性和情绪因素,建立连续时间收益模型。利用现代控制理论哈密顿方法,得到收费-免费模式的转换时间点,并确立最优的收费策略和免费策略。研究表明,视频收费价格和嵌入广告量均受视频推出时间和用户体验效用的影响。此外,视频用户对广告的厌恶度也会影响广告嵌入量。研究指出,当网络视频在连续时间内无限期播放时,纯收费模式或纯免费模式为最优策略,即保持单一商业模式可使运营商获利最大。     

付费会员制视频平台的供应链模式选择与定价

在线视频行业的发展产生新的盈利模式(付费会员制)与供应链模式(分账模式),以传统零售制视频平台与买断模式为核心的现有视频定价理论与方法难以指导新实践.为此，本研究探讨付费会员制视频平台在两种不同供应链模式下的定价策略，并分析其供应链模式选择策略.研究发现随着视频质量增加，付费会员制视频平台在买断模式下将依次采用“会员免费”、“会员优惠”与“对称定价”定价策略，而分账模式下仅采用“会员优惠”与“对称定价”定价策略；付费会员制视频平台的供应链模式选择策略主要由视频质量决定，质量较低(高)时，应选择买断(分账)模式.此外，研究亦发现付费会员制视频平台并不从普通用户处直接获取点播收入，且其收入结构由现有会员占比决定；分账模式在一定条件下可激励其引进高质量视频.通过将模型拓展至会员专享视频情形，研究主要结论的稳健性得到验证.本研究可为付费会员制视频平台的运营决策及在线视频行业发展提供有益管理启示.     

Behavior Skills Training with Voice-Over Video Modeling

The present study used behavior skills training (BST) to teach three adult participants to implement a video modeling intervention aimed at teaching social skills to adults with autism spectrum disorder (ASD). During baseline trials, participants were given access to written instructions before role-play with two actors (who simulated a quiet conversation) and one confederate (who played the role of an adult with ASD). During treatment, participants were given a video model with voice-over instruction depicting how to implement the video modeling intervention to teach social skills, repeated roleplay trials, and feedback following their performance. All participant scores (percentage of steps correctly implemented in each session) increased from baseline to treatment, and generalization was demonstrated with an actual consumer diagnosed with ASD. Additionally, after training participants to use a video model to teach one social skill, there was generalization to teaching as many as three additional novel social skills. Participants showed maintenance of skills during a treatment study that involved training adult clients with ASD to engage in the social skills.     

The Effects of Employee-Led Process Design on Welder Set-Up Intervals

This study focused on improving manufacturing efficiency and production by designing new steps to the work process with an employee focus group. The set-up behaviors of two regular stock welders at a medium-size metal furniture manufacturer were observed via video recordings. The videos of the welders completing their tasks were reviewed in an employee focus group, during which it was determined that designing the welding process to include the use of walkie-talkies would successfully alter the contingencies surrounding set-up behaviors, thereby leading to a decrease in average set-up time. Results for the two welders combined showed a decrease in average set-up time of 2.27 min, with Welder A exhibiting a larger decrease overall and Welder B’s set-up time showing a greater reduction in variability.     

The Effects of Evaluating Video Examples of Staffs' Own Versus Others' Performance on Discrete-Trial Training Skills in a Human Service Setting

Many studies have been conducted evaluating the use of feedback in staff training in organizational settings. Central to this literature has been the use of a variety of forms of feedback, including videotaped feedback. A distinction is outlined between video modeling and a variety of possible video feedback procedures. Previous studies have indicated a possible positive training effect on staff skills from simply being exposed to relevant videotaped performances of those skills or as a result of evaluating video modeled performances. This study evaluated the effectiveness for training teaching skills of having staff evaluate videotaped teaching skills as performed by themselves versus others. The current study results replicate earlier research on the effectiveness of evaluating video models as a training method and do not suggest a difference between observing oneself as opposed to observing someone else. Future research suggestions for the general use of video in training are provided.     

Effects of Behavioral Skills Training With Directed Data Collection on the Acquisition of Behavioral Practices by Workers in a Private,Not-for-Profit Child Care Center

Thirty-one workers at a childcare center were observed working with children and data were recorded on their performance of seven behavioral practices. Each week data from observations of individual workers were aggregated into a single data point for each strategy, presented graphically, and posted publicly in the center. Approximately once per month supervisors provided 30 minutes of training (video modeling with directed data collection and discussion) to all workers. Staff reached criterion with training for three skills, and without training for four skills. By study’s end aggregate worker performance was demonstrated at, or above, 80% for all skills.     

Improving the Quality of Staff and Participant Interaction in an Acquired Brain Injury Organization

Weekly observations of direct-care staff in a facility for persons with brain injury yielded less than optimal interactional style with facility residents. Following an observational baseline, staff were asked to self-rate a 15-min video sample of their interaction behavior with participants on their unit. They were then asked to compare their self-ratings to those of a supervisor, as well as view a video exemplar of appropriate positive interaction behavior. Elements of their interactional style were highlighted and specific feedback was provided on how to improve their performance. Interaction style was then reevaluated via an unobtrusive observer and yielded positive gains for all participants. Subsequent on-the-job feedback sustained performance gains.     

The Use of Video Modeling,Prompting, and Feedback to Increase Credit Card Promotion in a Retail Setting

We evaluated the use of video modeling, role play, prompting, and feedback to increase credit card promotion by sales associates in a retail setting. We first used the Performance Diagnostic Checklist (Austin, 2000 Austin, J. 2000. “Performance analysis and performance diagnostics”. In Handbook of applied behavior analysis, Edited by: Austin, J. and Carr, J. E. 321–349. Reno, NV: Context Press.  [Google Scholar]) to identify the variables contributing to the poor performance of two sales associates. Based on the results, we developed an intervention package that included a video model, instructional prompt cards, role play, and feedback. During baseline, target employees asked a mean of 26% of customers to enroll in the credit card program. Following intervention, target employees asked a mean of 84% of customers to enroll in the credit card program. Furthermore, employees rated the intervention as enjoyable, as effective, and as a system that they would continue to use. The results illustrate the effectiveness of video modeling, prompting, and feedback in increasing credit card promotions and delivering critical information about the card to daily customers.