* quant

contents/english/6-5-learning.md

@@ -1,5 +1,7 @@
 # Learning
 
+[quantitative estimate of impact on some metric]
+
 Learning is a lifelong journey universally recognized around the globe. It begins with the influence of family, culture, and social circles, while the educational environment is a common collective experience along this journey. Different background stories shape the diverse communication languages, cooperation methods, and values in dealing with people and things between each other. For example, there are significant differences between the East and West, especially in the pursuit of knowledge and the integration of groups. The ⿻ technology of "collaboration across social differences" stimulates co-creation by bringing together different knowledge inheritance processes from around the world.
 
 To this end, learners can fully explore their own and society's potential, avoiding setting boundaries at the starting point. This requires building an open, non-dogmatic social cognition system, allowing everyone's unique talents to find appropriate space for expression without fear of communication. With the assistance of ⿻ technologies such as machine translation, shared reality, and cross-border communities like Wikipedia (3-3 The Lost Dao), the traditional rigid learning paths are supplemented and challenged, going beyond the scope of traditional classrooms and textbooks.
@@ -89,4 +91,4 @@ The field of digital games, especially multiplayer games, is well-suited as a le
 
 Gamified learning environments break down traditional teacher-student boundaries, creating an immersive and interactive experience. In such an environment, each participant is a creator and sharer of knowledge. This sense of participation and accomplishment is the charm of gamified learning.
 
-Each collaboration and each project is a continuation of the game, where individual uniqueness can be highlighted and collective wisdom can be gathered. It is a dance with oneself, with others, and with the world in an infinite game. In this game, the concept of edutainment comes from the investment of participation, and meaning comes from the process of exploration. Let us embrace this infinite possibility, so that learning is no longer a finite game oriented towards results, but an ⿻ infinite game full of surprises and unleashing potential, in which every participant is an indispensable co-creator.
+Each collaboration and each project is a continuation of the game, where individual uniqueness can be highlighted and collective wisdom can be gathered. It is a dance with oneself, with others, and with the world in an infinite game. In this game, the concept of edutainment comes from the investment of participation, and meaning comes from the process of exploration. Let us embrace this infinite possibility, so that learning is no longer a finite game oriented towards results, but an ⿻ infinite game full of surprises and unleashing potential, in which every participant is an indispensable co-creator.

contents/traditional-mandarin/6-5-學習.md

@@ -1,5 +1,7 @@
 # 學習
 
+[對某些指標的影響進行量化估計]
+
 學習，是全球公認的終身之旅。它始於家庭、文化及社交圈的影響，而教育環境則是這趟旅程常見的集體經驗。不同的背景故事，塑造了彼此之間各異的溝通語言、合作方法與待人接物的價值觀，譬如東西方在對於知識的追求與群體的融入等理念上，尤其存在顯著差異。「跨越社會差異的協作」的⿻技術，促使各地相異的知識傳承過程激盪共創。
 
 為此，學習者得以全面探索自身和社會的潛力，避免在起點就設定界限。這需要建設開放、非武斷的社會認知系統，讓每個人的獨特才華都能找到適宜的展現空間，且不懼怕溝通。在⿻技術的輔助下，如機器翻譯、共享實境、維基百科等跨境社群（3-3《我們遺忘的道》)，補充也挑戰了傳統的制式學習路徑，超越了傳統教室和教科書的範疇。