It's a bit like saying that charting student attendance in my classroom causes them to learn more; tracking numbers is useful, but it doesn't change behavior or drive progress.
The actual expansion of models, whether from 63 to 668, depends on developers, real demand, and what utility they actually provide in the market, not just that someone is counting them.
This sounds like glossy marketing hype to suggest the tracking itself is a cause.
What really matters is the real cash flow and whether these models solve actual problems for people, like helping with lesson plans or simplifying daily tasks.
If tracking my students' grades somehow made them understand algebra better, my job would be a lot easier.