instructional_design:incidental_learning
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instructional_design:incidental_learning [2011/05/12 06:56] jpetrovic [What is incidental learning?] |
instructional_design:incidental_learning [2023/06/19 16:03] (current) |
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| Incidental learning refers to the fact that people learn a lot without explicit intention to learn or without instruction, like learning of new vocabulary through imitation and social interaction, learning social norms through playing games with other children, learning geography through traveling or surfing the web. This type of learning uses the **intrinsic motivation**. On the contrary, traditional education is mostly orientated mostly on extrinsic motivation: learner should learn what is suggested by the teacher in order to win a //prize// or avoid //punishment//. | Incidental learning refers to the fact that people learn a lot without explicit intention to learn or without instruction, like learning of new vocabulary through imitation and social interaction, learning social norms through playing games with other children, learning geography through traveling or surfing the web. This type of learning uses the **intrinsic motivation**. On the contrary, traditional education is mostly orientated mostly on extrinsic motivation: learner should learn what is suggested by the teacher in order to win a //prize// or avoid //punishment//. | ||
| + | Incidental learning is often confused with informal learning, yet informal learning is usually intentional, although not highly structured. Some authors consider incidental learning a subtype of informal learning((Marsick, Victoria J., and Karen E. Watkins. Informal and Incidental Learning. In New Directions for Adult and Continuing Education. Jossey-Bass, A Publishing Unit of John Wiley & Sons, Inc., 2001.)). | ||
| ===== What is incidental learning? ===== | ===== What is incidental learning? ===== | ||
| - | Incidental learning is usually a **byproduct of some other activity**. It is spontaneous and unstructured.(([[http://scholar.lib.vt.edu/theses/available/etd-10162007-224008/unrestricted/silva.pdf|Silva, Polly M. Epistemology of Incidental Learning. Faculty of the Virginia Polytechnic Institute and State University. Dissertation. 2007.]])) Some authors((Rogers, A. Learning: Can we change the discourse? Adults learning, 8(5), p116-117. 1997. Cited by [[http://scholar.lib.vt.edu/theses/available/etd-10162007-224008/unrestricted/silva.pdf|Silva, Polly M. Epistemology of Incidental Learning. Faculty of the Virginia Polytechnic Institute and State University. Dissertation. 2007.]])) define incidental learning as learning that occurs only without intention of the learner nor the source. | + | Incidental learning is usually a **byproduct of some other activity**. It is spontaneous, unstructured and learner-evaluated.(([[http://scholar.lib.vt.edu/theses/available/etd-10162007-224008/unrestricted/silva.pdf|Silva, Polly M. Epistemology of Incidental Learning. Faculty of the Virginia Polytechnic Institute and State University. Dissertation. 2007.]])) Some authors((Rogers, A. Learning: Can we change the discourse? Adults learning, 8(5), p116-117. 1997. Cited by [[http://scholar.lib.vt.edu/theses/available/etd-10162007-224008/unrestricted/silva.pdf|Silva, Polly M. Epistemology of Incidental Learning. Faculty of the Virginia Polytechnic Institute and State University. Dissertation. 2007.]])) define incidental learning as learning that occurs only without intention of the learner nor the source. |
| Researches have provided various results about incidental learning, generally depending on how broadly it is defined and on which subjects it was tested. Incidental learning is largely influenced by **prior knowledge** and was easier if the information was related to a topic of interest. Incidental learning is often mentioned in the workplace context((Marsick, V. J. and Watkins, K. E. Informal and incidental learning in the workplace. New York: Routledge. 1990.))(([[http://scholar.lib.vt.edu/theses/available/etd-10162007-224008/unrestricted/silva.pdf|Silva, Polly M. Epistemology of Incidental Learning. Faculty of the Virginia Polytechnic Institute and State University. Dissertation. 2007.]])). | Researches have provided various results about incidental learning, generally depending on how broadly it is defined and on which subjects it was tested. Incidental learning is largely influenced by **prior knowledge** and was easier if the information was related to a topic of interest. Incidental learning is often mentioned in the workplace context((Marsick, V. J. and Watkins, K. E. Informal and incidental learning in the workplace. New York: Routledge. 1990.))(([[http://scholar.lib.vt.edu/theses/available/etd-10162007-224008/unrestricted/silva.pdf|Silva, Polly M. Epistemology of Incidental Learning. Faculty of the Virginia Polytechnic Institute and State University. Dissertation. 2007.]])). | ||
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| ===== Criticisms ===== | ===== Criticisms ===== | ||
| - | Depending on its definition, incidental learning can not be used in education((If defined so that nor the intention of the source nor the learner mustn't be learning.)) or can be used, but then it mostly ignores principles of instructional design in order to "hide" the learning part from the learner (for example, contain plenty of other material which mediates interest of the learner). Also, since incidental learning is learner evaluated(([[http://scholar.lib.vt.edu/theses/available/etd-10162007-224008/unrestricted/silva.pdf|Silva, Polly M. Epistemology of Incidental Learning. Faculty of the Virginia Polytechnic Institute and State University. Dissertation. 2007.]])), same as in the case of [[instructional_design:discovery learning]], it can easily result in misconceptions and uncertainty of the really important parts of the learned material. | + | Depending on its definition, incidental learning can not be used in education((If defined so that nor the intention of the source nor the learner mustn't be learning.)) or can be used, but then it mostly ignores principles of instructional design in order to "hide" the learning part from the learner (for example, contain plenty of other material which mediates interest of the learner). Also, since incidental learning is learner-evaluated, same as in the case of [[instructional_design:discovery learning]], it can easily result in misconceptions and uncertainty of the really important parts of the learned material(([[http://tecfa.unige.ch/tecfa/teaching/staf15/ref/Rieber91.pdf|Rieber, L. P. Animation, incidental learning, and continuing motivation. Journal of Educational Psychology 83, no. 3: 318–328. 1991.]])). |
| ===== Keywords ===== | ===== Keywords ===== | ||
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| [[http://scholar.lib.vt.edu/theses/available/etd-10162007-224008/unrestricted/silva.pdf|Silva, Polly M. Epistemology of Incidental Learning. Faculty of the Virginia Polytechnic Institute and State University. Dissertation. 2007.]] | [[http://scholar.lib.vt.edu/theses/available/etd-10162007-224008/unrestricted/silva.pdf|Silva, Polly M. Epistemology of Incidental Learning. Faculty of the Virginia Polytechnic Institute and State University. Dissertation. 2007.]] | ||
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| + | Marsick, Victoria J., and Karen E. Watkins. Informal and Incidental Learning. In New Directions for Adult and Continuing Education. Jossey-Bass, A Publishing Unit of John Wiley & Sons, Inc., 2001. | ||
| [[http://www.deepdyve.com/lp/emerald-publishing/workplace-learning-and-generation-x-HAm1p3AwSd|Bova, B. and Kroth, M. Workplace Learning and Generation X. Journal of Workplace Learning. 13(2), p57-65. 2001.]] | [[http://www.deepdyve.com/lp/emerald-publishing/workplace-learning-and-generation-x-HAm1p3AwSd|Bova, B. and Kroth, M. Workplace Learning and Generation X. Journal of Workplace Learning. 13(2), p57-65. 2001.]] | ||
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| [[http://psycnet.apa.org/psycinfo/1968-10389-001|Wray, N. P. Some factors in the concurrent intentional and incidental learning of children. Journal of Experimental Child Psychology, 6(1), p13-21. 1968.]] | [[http://psycnet.apa.org/psycinfo/1968-10389-001|Wray, N. P. Some factors in the concurrent intentional and incidental learning of children. Journal of Experimental Child Psychology, 6(1), p13-21. 1968.]] | ||
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| + | [[http://www.eric.ed.gov/PDFS/ED168605.pdf|Comstock, George. Trends in the Study of Incidental Learning from Television Viewing. Syracuse University Printing Services, 125 College Place, Syracuse, New York 13210, 1978.]] | ||
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