Incidental Learning is a fascinating aspect of human cognition, describing how we absorb knowledge and skills without actively trying to learn them. Defined by McGeoch in 1942, incidental learning highlights the everyday process of acquiring information through experiences, imitation, and social interactions, rather than through formal instruction. Think about picking up new vocabulary simply by hearing others speak, understanding social cues through play, or even grasping basic geography by exploring maps online. This type of learning is deeply rooted in intrinsic motivation, driven by curiosity and engagement, contrasting sharply with traditional education’s reliance on extrinsic motivation – learning for grades or to avoid penalties.
While often confused with informal learning, incidental learning is distinct. Informal learning is typically intentional, though less structured. Some experts consider incidental learning a subset of informal learning, emphasizing its unintentional nature.
Decoding Incidental Learning: Learning by Chance
At its core, incidental learning is a byproduct of engaging in other activities. It’s spontaneous, unstructured, and evaluated by the learner themselves. Some researchers even specify that for learning to be truly incidental, it must occur without intention from either the learner or the source of information.
The effectiveness of incidental learning varies depending on the breadth of its definition and the subject matter. Crucially, prior knowledge significantly influences incidental learning. Individuals learn more effectively about topics they already have some understanding of or interest in. This makes incidental learning particularly relevant in workplace environments, where professionals constantly learn from experience and collaboration.
In early childhood, incidental learning is a primary mode of development, especially for language acquisition and social skill development. Studies have shown how children learn behaviors, attitudes, values, and cognitive information simply by watching media like television programs and commercials. Similar research on older adults indicates that they too can learn information incidentally, though changes in attitudes might be less pronounced due to established beliefs and experiences. Investigating incidental learning in adults is more complex, however, due to the significant role of pre-existing knowledge and individual interests.
Practical Applications: Harnessing Incidental Learning in Education
So, how can we apply the principles of incidental learning in education? The key lies in presenting learning materials through mediums that genuinely interest the learner. When individuals are intrinsically motivated by an engaging activity, they can absorb significant amounts of information almost effortlessly. A classic example is the Road Trip software, designed to teach children US geography through an interactive drive simulation and engaging videos. This approach makes learning feel less like a chore and more like an enjoyable experience.
By embedding educational content within captivating contexts, educators can tap into the power of incidental learning. This could involve designing game-based learning experiences, using storytelling to convey information, or creating simulations that require learners to use specific knowledge to progress. The goal is to make the learning process feel natural and integrated into an enjoyable activity, rather than a forced memorization exercise.
Criticisms and Considerations
Despite its potential, incidental learning faces criticisms, particularly in formal education settings. Depending on the strictness of its definition – especially if it requires complete unintentionality from both learner and source – it may seem impractical for structured educational environments. Even when applied more broadly, relying too heavily on incidental learning can mean overlooking established principles of instructional design. The focus might shift to “hiding” the learning aspect within engaging content, potentially sacrificing pedagogical effectiveness for entertainment value.
Furthermore, because incidental learning is inherently learner-evaluated and often linked to discovery learning, it carries the risk of misconceptions and an incomplete understanding of crucial concepts. Learners might grasp peripheral information but miss core principles if the learning isn’t carefully guided or supplemented with structured elements. It’s essential to balance the benefits of incidental learning with the need for clear, intentional instruction to ensure comprehensive and accurate knowledge acquisition.
Keywords: Incidental learning, unintentional learning, informal learning, learning by experience, intrinsic motivation, educational psychology, workplace learning, child development, learning theories.
References
- 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
- Schank, Roger C., and Cleary, C. Engines for education. 1995. http://www.engines4ed.org/hyperbook/
- 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.
- 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
- Kerka, S. Incidental learning: trends and issues. Alert No. 18, Educational resources information center. 2000. http://www.eric.ed.gov/PDFS/ED446234.pdf
- 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
- Comstock, George. Trends in the Study of Incidental Learning from Television Viewing. Syracuse University Printing Services, 125 College Place, Syracuse, New York 13210, 1978. http://www.eric.ed.gov/PDFS/ED168605.pdf
- Woods, L. L., and Daniel, L. G. Effects of a Tourism Awareness Program on the Attitudes and Knowledge of Older Adults. Educational Gerontology, 24, p69-78. 1998. http://www.informaworld.com/smpp/content~db=all~content=a746910635
- McGeoch, John Alexander. The psychology of human learning: an introduction. Longmans, Green and Co., 1942. http://www.google.hr/search?tbo=p&tbm=bks&q=inauthor:McGeoch&tbs=,cdr:1,cd_min:1.%201.%201941.,cd_max:31.%2012.%201943.&num=10#sclient=psy&hl=hr&tbs=cdr:1%2Ccd_min%3A1.+1.+1941.%2Ccd_max%3A31.+12.+1943.&tbm=bks&source=hp&q=The+psychology+of+human+learning:+an+introduction+which+apparently+takes+place+**without+a+specific+motive+or+a+specified+formal+instruction&aq=&aqi=&aql=&oq=&pbx=1&fp=9bd88bc9df6eab3f
- Rieber, L. P. Animation, incidental learning, and continuing motivation. Journal of Educational Psychology 83, no. 3: 318–328. 1991. http://tecfa.unige.ch/tecfa/teaching/staf15/ref/Rieber91.pdf
Read More
- 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
- 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.
- 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
- Kerka, S. Incidental learning: trends and issues. Alert No. 18, Educational resources information center. 2000. http://www.eric.ed.gov/PDFS/ED446234.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. http://www.eric.ed.gov/PDFS/ED168605.pdf
