Incidental learning is a term used to describe the unintentional acquisition of knowledge or skills that occur without any specific effort to do so. It is a form of learning that happens without conscious awareness or intentional memorization. This type of learning can be beneficial in the acquisition of new information and skills, as well as in the retention of previously acquired knowledge.
Incidental learning is often associated with the process of discovery, exploration, and experimentation, where learners are exposed to new information or stimuli and free to explore without any specific learning objectives or objectives. It can be seen as a form of “accidental” learning, as it is often unintentional or unplanned. This type of learning is also referred to as “informal learning” or “informal education”.
Characteristics of incidental learning include:
• Unintentional: Incidental learning is unintentional and often happens without the learner noticing it.
• Active: Incidental learning requires the learner to be actively engaged in the learning process, rather than passively absorbing information.
• Flexible: Incidental learning is usually flexible and adaptable, allowing the learner to explore new information or ideas without any pre-determined goals.
• Spontaneous: Incidental learning is spontaneous and often unpredictable, as the learner may not be aware of the learning process or the knowledge and skills acquired.
• Relevant: Incidental learning is often more relevant to the learner and the context in which it takes place, as it is not bound by any specific goals or objectives.
• Unstructured: Incidental learning is unstructured and often unpredictable, as the learner is free to explore without any specific structure or guidance.
Incidental learning is an important part of the learning process, as it allows learners to acquire new information and skills without any specific effort or intention. It is also beneficial in the retention of previously acquired knowledge, as learners are exposed to new information and stimuli which can then be used to reinforce existing knowledge and skills.
Further Reading:
• C.J. Brainerd, V.F. Reyna, and D.L. Forrest, “The Science of Incidental Learning: An Overview”, Psychological Bulletin, vol. 132, no. 6, pp. 818–859, 2006.
• K.L. Scharff, “Incidental Learning: An Overview”, Educational Psychology Review, vol. 21, no. 1, pp. 1-13, 2009.
• K.E. Arnold, “Incidental Learning in the Classroom: A Review”, Educational Psychology Review, vol. 22, no. 1, pp. 25-44, 2010.
• G.P. Broussard, “Incidental Learning and the Role of Emotion”, Educational Psychology Review, vol. 25, no. 2, pp. 243-259, 2013.