Monetized knowledge: Commodification of knowledge in Chinese Internet space and its impact

In the modern world, we often think of knowledge as something we learn in a classroom or read in a library, a public good meant to be shared freely. Yet, a quiet transformation has been taking place on the internet, where information is increasingly treated like a product you can buy, sell, or use to attract a crowd. This shift is not just about putting a price tag on a textbook; it is about changing how we value what we know. When knowledge becomes a commodity, it enters a marketplace where its worth is determined by how much people are willing to pay for it or how much attention it can grab. This process raises a fundamental question: when we turn learning into a business, does it make knowledge better and more available to everyone, or does it simply favor what is popular and profitable?

A team of researchers from Tongji University and Tianjin University has set out to map this new landscape within the vast digital ecosystem of China. They observed that the internet there has developed three distinct ways of turning ideas into income, each with its own rules for what gets noticed and rewarded. The first method is the most direct: people pay money specifically for the knowledge itself. On platforms like iGet or Fanshu, users purchase access to courses, expert columns, or condensed book summaries. Here, the transaction is clear. A person pays because they believe the information will solve a specific problem or teach them a new skill. The value of the content is judged by how useful it is, much like buying a tool that fixes a broken machine.

The second method is more indirect. Here, creators share their knowledge for free, but they do so to build a large following. On social media giants like WeChat, Bilibili, or Douyin, experts and enthusiasts post videos and articles to attract an audience. Once they have gathered enough attention, they monetize that crowd through advertisements, sponsorships, or fan donations. In this model, the knowledge itself is not the product being sold; rather, the knowledge is the bait that catches the audience, and the audience's attention is what generates the money. This approach lowers the barrier to entry, allowing anyone with practical experience to become a visible expert without needing a university degree or a traditional media contract. However, because income depends on how many people watch or click, the content must be engaging, timely, and easy to digest, which can sometimes pressure creators to prioritize entertainment over deep complexity.

The third form blends learning and shopping into a single experience. This is seen in live-streaming sessions on platforms like Douyin and East Buy, where hosts sell physical goods like food or clothing while weaving in stories about history, literature, or science. The host might explain the cultural significance of a tea set or the science behind a cooking technique while offering the item for sale. In this scenario, knowledge is not sold as a separate course; instead, it builds trust and adds symbolic value to the product. A viewer might tune in to learn, to be entertained, or to shop, and these motivations often shift and overlap during the same broadcast. The knowledge enhances the sale, and the sale funds the creation of more knowledge.

The researchers found that these different models reward different qualities. When people pay directly for knowledge, they tend to value practical usefulness and clear results. When revenue comes from attention, popularity becomes the driving force. This does not mean that popular content is necessarily bad, nor that paid content is always perfect. However, the incentives are different. The market for attention favors content that is emotionally resonant, easy to share, and capable of holding a viewer's interest quickly. This can lead to a situation where simplified or sensationalized information spreads faster than complex, nuanced truths.

This shift has created a double-edged sword for society. On one hand, it has made knowledge more inclusive. People from all walks of life, including those without formal academic credentials, can now share their specialized skills and earn a living from them. This breaks the old monopoly that traditional institutions held over public knowledge. On the other hand, the researchers suggest that this system can also deepen divides. Because algorithms often show users content that matches their existing interests, some people may find themselves in a rich environment of high-quality learning, while others are fed misleading or superficial material. If these patterns align with differences in education, income, or region, the gap between those who are well-informed and those who are not could widen rather than shrink.

Ultimately, the study argues that we cannot understand this digital knowledge economy by looking at market forces alone. The act of buying a course, watching a video, or listening to a live stream is never just a cold economic calculation. It is deeply intertwined with human emotions, a desire for identity, and the building of trust. People learn because they feel connected to a creator, or because they want to be part of a community, not just because they are purchasing a service. The internet has created a hybrid space where economic incentives and social participation work together to shape what knowledge is produced and how it spreads. The challenge for the future is to find ways to ensure that the quality of this information remains high and that the benefits of this new system are shared widely, without losing the openness that allows new voices to be heard.