Editing Learning (section)

=== Tangential learning ===
''Tangential learning'' is the process by which people [[self-education|self-educate]] if a topic is exposed to them in a context that they already enjoy. For example, after playing a music-based video game, some people may be motivated to learn how to play a real instrument, or after watching a TV show that references Faust and Lovecraft, some people may be inspired to read the original work.<ref>Tangential Learning {{cite web |url=http://penny-arcade.com/patv/episode/tangential-learning |title=Penny Arcade – PATV – Tangential Learning |access-date=2012-01-31 |url-status = live|archive-url=https://web.archive.org/web/20120104053746/http://penny-arcade.com/patv/episode/tangential-learning |archive-date=2012-01-04 }}</ref> Self-education can be improved with systematization. According to experts in natural learning, self-oriented learning training has proven an effective tool for assisting independent learners with the natural phases of learning.<ref>{{cite journal | url = http://repository.upenn.edu/cgi/viewcontent.cgi?article=1039&context=marketing_papers | title = The Natural Learning Project | author = J. Scott Armstrong | journal = Journal of Experiential Learning and Simulation | volume = 1 | pages = 5–12 | year = 1979 |url-status = live| archive-url = https://web.archive.org/web/20141019092456/http://repository.upenn.edu/cgi/viewcontent.cgi?article=1039&context=marketing_papers | archive-date = 2014-10-19 }}</ref>

''[[Extra Credits]]'' writer and game designer James Portnow was the first to suggest games as a potential venue for "tangential learning".<ref>{{Cite journal|last=Robert|first=Rath|date=2015-01-22|title=Game Criticism as Tangential Learning Facilitator: The Case of Critical Intel|url=http://gamescriticism.org/articles/rath-2-1/|journal=Journal of Games Criticism|language=en-US|volume=2|issue=1|access-date=2018-06-08|archive-date=2023-04-19|archive-url=https://web.archive.org/web/20230419044808/http://gamescriticism.org/articles/rath-2-1/|url-status=dead}}</ref> Mozelius ''et al.''<ref>{{Cite journal|last=Mozelius |display-authors=etal |title=Motivating Factors and Tangential Learning for Knowledge Acquisition in Educational Games|url=https://files.eric.ed.gov/fulltext/EJ1154724.pdf|journal=The Electronic Journal of e-Learning|volume= 15| issue = 4 2017}}</ref> points out that intrinsic integration of learning content seems to be a crucial design factor, and that games that include modules for further self-studies tend to present good results. The built-in encyclopedias in the ''[[Civilization (series)|Civilization]]'' games are presented as an example – by using these modules gamers can dig deeper for knowledge about historical events in the gameplay. The importance of rules that regulate learning modules and game experience is discussed by Moreno, C.,<ref>{{Cite journal|last=Moreno|first=Carlos|year=2014|title=Kiwaka {{!}} Kiwaka Story (by LANDKA ®)|url=http://www.lifeplay.es/volumen3/Analisis/067_070_RAMIREZ_MORENO_Analisis.pdf|journal=LifePlay|volume=3}}</ref> in a case study about the mobile game [[Kiwaka]]. In this game, developed by [[Landka]] in collaboration with [[ESA]] and [[European Southern Observatory|ESO]], progress is rewarded with educational content, as opposed to traditional [[Educational game|education games]] where learning activities are rewarded with gameplay.<ref>{{Cite web|url=https://www.eso.org/public/announcements/ann14046/|title=New App Kiwaka Features ESO Material|last=European Southern Observatory|website=www.eso.org|language=en-GB|access-date=2018-06-10}}</ref><ref>{{Cite web|url=http://landka.com/documents/10/Kiwaka-PressRelease.pdf|title=Kiaka Press Release|last=Landka|year=2014|website=landka.com/documents/10/Kiwaka-PressRelease.pdf|access-date=2018-06-10|archive-date=2020-08-03|archive-url=https://web.archive.org/web/20200803022811/http://landka.com/documents/10/Kiwaka-PressRelease.pdf|url-status=dead}}</ref>