اثربخشی بسته آموزشی مبتنی بر نرم افزار چند رسانه ای ساخت نقشه ذهنی بر سرعت پردازش اطلاعات در دانش آموزان پایه هشتم

‫ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ – ﭘﮋوﻫﺸﯽ‬ Quarterly Journal of Research in School and Virtual Learning Year 6, No 1 (Serial Number 21), Summer 2018 (P 9-22) ‫ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‬ (22 - 9 ‫ )ص‬1397 ‫ ﺗﺎﺑﺴﺘﺎن‬،(21 ‫ ﺷﻤﺎره اول )ﭘﯿﺎﭘﯽ‬،‫ﺳﺎل ﺷﺸﻢ‬ ‫اﺛﺮﺑﺨﺸﯽ آﻣﻮزش ﻣﺒﺘﻨﯽ ﺑﺮ ﻧﺮماﻓﺰار ﭼﻨﺪ رﺳﺎﻧﻪاي ﺳﺎﺧﺖ ﻧﻘﺸﻪ ذﻫﻨﯽ ﺑﺮ ﺳﺮﻋﺖ ﭘﺮدازش‬ ‫اﻃﻼﻋﺎت در داﻧﺶآﻣﻮزان دﺧﺘﺮ ﭘﺎﯾﻪ ﻫﺸﺘﻢ‬ 4 ‫ ﻧﻮرﻋﻠﯽ ﻓﺮﺧﯽ‬،3‫ ﻋﻠﯽ اﮐﺒﺮ ﺳﯿﻒ‬،2*‫ ﻓﺮﯾﺒﺮز درﺗﺎج‬،1‫ﻧﺴﺮﯾﻦ ﺻﺎﻟﺤﯽﻧﮋاد‬ ‫ اﯾﺮان‬،‫ ﺗﻬﺮان‬،‫ واﺣﺪ ﻋﻠﻮم و ﺗﺤﻘﯿﻘﺎت‬،‫ داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ‬،‫ داﻧﺸﺠﻮي دﮐﺘﺮي روانﺷﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ‬.1 ‫ اﯾﺮان‬،‫ ﺗﻬﺮان‬،‫ داﻧﺸﮕﺎه ﻋﻼﻣﻪ ﻃﺒﺎﻃﺒﺎﯾﯽ‬،‫ ﮔﺮوه روانﺷﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ‬،‫ اﺳﺘﺎد‬.2 ‫ اﯾﺮان‬،‫ ﺗﻬﺮان‬،‫ واﺣﺪ ﻋﻠﻮم و ﺗﺤﻘﯿﻘﺎت‬،‫ داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ‬،‫ ﮔﺮوه روانﺷﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ‬،‫ اﺳﺘﺎد‬.3 ‫ اﯾﺮان‬،‫ ﺗﻬﺮان‬،‫ داﻧﺸﮕﺎه ﻋﻼﻣﻪ ﻃﺒﺎﻃﺒﺎﯾﯽ‬،‫ ﮔﺮوه ﺳﻨﺠﺶ و اﻧﺪازه ﮔﯿﺮي‬،‫ داﻧﺸﯿﺎر‬.4 1397/06/02 :‫ ﺗﺎرﯾﺦ ﭘﺬﯾﺮش‬1396/04/01 :‫ﺗﺎرﯾﺦ درﯾﺎﻓﺖ‬ The Effectiveness of Educational Package based on Mind Mapping Multimedia Software on Information Processing Speed in 8th Grade Female Students Nasrin salehi nejad1, Fariborz Dortaj*2, Ali Akbar Saif3, Noorali Farrokhi4 1. PhD Student, Educational Psychology, Branch of Science and Research, Azad university, Tehran, Iran 2. Professor, Educational Psychology, Allameh Tabataba’i University, Tehran, Iran 3. Professor, Educational Psychology, Branch of Science and Research, Azad university, Tehran, Iran 4. Associate Professor, Assessment and Measurement, Allameh Tabataba’i University, Tehran, Iran Received: 2017/06/22 Accepted: 2018/08/24 Abstract The purpose of this study was estimating the effectiveness of educational package based on mind mapping multimedia software and its effect on information processing speed in 8th grade female students. The methodology of the research was semiexperimental, with pretest-posttest and control group. The population of the study was 8th grade female students of Kerman schools selected by multistage cluster sampling and divided randomly into two groups (20 students in experimental group and 20 students in control group). In pre-test and post-test, all subjects were evaluated by fourth edition Wechsler test (sub-test of coding and sub-test of symbolism). The experimental group received the educational program in 10 sessions. Data were analyzed using covariance analysis. The results showed that the effect of the educational package based on mind mapping multimedia software on the speed of information processing in the experimental group was significantly higher than the control group. Based on the results of this research, we can conclude that the educational package based on the mind mapping software can be used in improving the cognitive functions such as student information processing speed. ‫ﭼﮑﯿﺪه‬ ‫اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ ﻫﺪف ﺗﻌﯿﯿﻦ اﺛﺮﺑﺨﺸﯽ آﻣﻮزش ﻣﺒﺘﻨﯽ ﺑﺮ ﻧﺮماﻓﺰار ﭼﻨﺪرﺳﺎﻧﻪاي‬ ‫ﺳﺎﺧﺖ ﻧﻘﺸﮥ ذﻫﻨﯽ ﺑﺮ ﺳﺮﻋﺖ ﭘﺮدازش اﻃﻼﻋﺎت در داﻧﺶآﻣﻮزان دﺧﺘﺮ ﭘﺎﯾﮥ‬ ‫ در اﯾﻦ‬.‫ از ﻧﻮع ﻧﯿﻤﻪ آزﻣﺎﯾﺸﯽ ﺑﻮد‬،‫ روش ﭘﮋوﻫﺶ‬.‫ﻫﺸﺘﻢ اﻧﺠﺎم ﺷﺪه اﺳﺖ‬ ‫ ﺟﺎﻣﻌﻪ‬.‫ ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل اﺳﺘﻔﺎده ﺷﺪ‬-‫ﭘﮋوﻫﺶ از ﻃﺮح ﭘﯿﺶآزﻣﻮن‬ ‫آﻣﺎري ﭘﮋوﻫﺶ داﻧﺶآﻣﻮزان دﺧﺘﺮ ﭘﺎﯾﻪ ﻫﺸﺘﻢ ﻣﺪارس ﺷﻬﺮ ﮐﺮﻣﺎن ﺑﻮدﻧﺪ ﮐﻪ ﺑﺎ‬ ‫روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺧﻮﺷﻪ اي ﭼﻨﺪ ﻣﺮﺣﻠﻪاي اﻧﺘﺨﺎب و ﺑﻪ روش ﺗﺼﺎدﻓﯽ در دو‬ ‫ در ﭘﯿﺶآزﻣﻮن و‬.‫ ﻧﻔﺮ ﮐﻨﺘﺮل( ﺟﺎﯾﮕﺰﯾﻦ ﺷﺪﻧﺪ‬20 ‫ ﻧﻔﺮآزﻣﺎﯾﺶ و‬20) ‫ﮔﺮوه‬ ‫ از ﻃﺮﯾﻖ آزﻣﻮن وﮐﺴﻠﺮ وﯾﺮاﯾﺶ ﭼﻬﺎرم )ﺧﺮده‬،‫ﭘﺲآزﻣﻮن ﻫﻤﻪ آزﻣﻮدﻧﯽﻫﺎ‬ ‫ آزﻣﻮدﻧﯽﻫﺎي ﮔﺮوه‬.‫آزﻣﻮن رﻣﺰﻧﻮﯾﺴﯽ و ﺧﺮده آزﻣﻮن ﻧﻤﺎدﯾﺎﺑﯽ( ارزﯾﺎﺑﯽ ﺷﺪﻧﺪ‬ ‫آزﻣﺎﯾﺶ در ده ﺟﻠﺴﮥ دو ﺳﺎﻋﺘﻪ آﻣﻮزش ﻣﺒﺘﻨﯽ ﺑﺮ ﻧﺮماﻓﺰار ﻧﻘﺸﮥ ذﻫﻨﯽ را‬ ‫ دادهﻫﺎي ﺑﻪ دﺳﺖ آﻣﺪه ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮن ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ‬.‫درﯾﺎﻓﺖ ﮐﺮدﻧﺪ‬ ‫ ﻧﺘﺎﯾﺞ ﺑﻪ دﺳﺖ آﻣﺪه ﻧﺸﺎن داد ﮐﻪ ﺗﺄﺛﯿﺮ‬.‫ﺗﮏ ﻣﺘﻐﯿﺮي ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﺷﺪﻧﺪ‬ ‫آﻣﻮزش ﻣﺒﺘﻨﯽ ﺑﺮ ﻧﺮماﻓﺰار ﭼﻨﺪرﺳﺎﻧﻪاي ﺳﺎﺧﺖ ﻧﻘﺸﮥ ذﻫﻨﯽ ﺑﺮ ﺳﺮﻋﺖ ﭘﺮدازش‬ ‫ ﺑﺮ‬.‫اﻃﻼﻋﺎت در ﮔﺮوه آزﻣﺎﯾﺶ ﺑﻪ ﻃﻮر ﻣﻌﻨﺎداري ﺑﯿﺸﺘﺮ از ﮔﺮوه ﮐﻨﺘﺮل اﺳﺖ‬ ‫اﺳﺎس ﻧﺘﺎﯾﺞ اﯾﻦ ﺗﺤﻘﯿﻖ ﻣﯽﺗﻮان ﺑﻪ اﯾﻦ ﻧﺘﯿﺠﻪ دﺳﺖ ﯾﺎﻓﺖ ﮐﻪ از آﻣﻮزش‬ ‫ﻣﺒﺘﻨﯽ ﺑﺮ ﻧﺮماﻓﺰار ﺳﺎﺧﺖ ﻧﻘﺸﮥ ذﻫﻨﯽ ﻣﯽﺗﻮان ﺑﺮاي ارﺗﻘﺎي ﻋﻤﻠﮑﺮدﻫﺎي‬ .‫ﺷﻨﺎﺧﺘﯽ از ﺟﻤﻠﻪ ﺳﺮﻋﺖ ﭘﺮدازش اﻃﻼﻋﺎت داﻧﺶآﻣﻮزان اﺳﺘﻔﺎده ﮐﺮد‬ Keywords Mindmap, Multimedia Software, Cognitive Strategies, Information Processing Speed, Female Students. ‫واژﮔﺎن ﮐﻠﯿﺪي‬ ‫ ﺳﺮﻋﺖ ﭘﺮدازش‬،‫ راﻫﺒﺮدﻫﺎي ﺷﻨﺎﺧﺘﯽ‬،‫ ﻧﺮماﻓﺰار ﭼﻨﺪرﺳﺎﻧﻪاي‬،‫ﻧﻘﺸﻪ ذﻫﻨﯽ‬ .‫ داﻧﺶآﻣﻮزان دﺧﺘﺮ‬،‫اﻃﻼﻋﺎت‬ *Corresponding Author: ‫ ﻓﺮﯾﺒﺰ درﺗﺎج‬:‫* ﻧﻮﯾﺴﻨﺪه ﻣﺴﺌﻮل‬ :‫اﯾﻤﯿﻞ ﻧﻮﯾﺴﻨﺪه ﻣﺴﺌﻮل‬ ‫‪10‬‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ – ﭘﮋوﻫﺸﯽ‪ ،‬ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‪ ،‬ﺳﺎل ﺷﺸﻢ‪ ،‬ﺷﻤﺎره اول )ﭘﯿﺎﭘﯽ ‪ ،(21‬ﺗﺎﺑﺴﺘﺎن ‪1397‬‬ ‫ﻣﻘﺪﻣﻪ‬ ‫آﻣﻮزش و ﭘﺮورش ﺑﻪ ﻋﻨﻮان ﯾﮑﯽ از ﻧﻬﺎدﻫﺎي اﺟﺘﻤﺎﻋﯽ‪،‬‬ ‫ﺗﺤﺖ ﺗﺄﺛﯿﺮ ﺗﻐﯿﯿﺮ و ﺗﺤﻮﻻت ﻓﻨﺎوري و اﺟﺘﻤﺎﻋﯽ ﺑﻮده‬ ‫اﺳﺖ‪ .‬ﺑﺎ وﺟﻮد اﻧﻮاع ﻣﺴﺎﺋﻞ و ﻣﺸﮑﻼت ﺟﺪﯾﺪ در زﻧﺪﮔﯽ‬ ‫روزﻣﺮه اﻧﺴﺎن ﻫﺎ‪ ،‬ﺑﺎر ﺳﻨﮕﯿﻦ ﻧﻈﺎمﻫﺎي آﻣﻮزﺷﯽ ﺳﻨﮕﯿﻦ ﺗﺮ‬ ‫ﺷﺪه اﺳﺖ‪ .‬ﯾﮑﯽ از ﻋﻮاﻣﻠﯽ ﮐﻪ ﺑﺮاي ﻣﻘﺎﺑﻠﻪ ﺑﺎ ﻣﺸﮑﻼت‬ ‫آﻣﻮزﺷﯽ در ﮐﺸﻮرﻫﺎ ﻣﻮرد ﺗﻮﺟﻪ ﻗﺮار ﮔﺮﻓﺘﻪ‪ ،‬اﺳﺘﻔﺎده از‬ ‫ﻓﻨﺎوري در آﻣﻮزش اﺳﺖ‪ .‬اﻣﺮوزه ﺗﻤﺮﮐﺰ زﯾﺎدي ﺑﺮ اﻓﺰاﯾﺶ‬ ‫ﻣﻮﻓﻘﯿﺖ و ﭘﯿﺸﺮﻓﺖ داﻧﺶ آﻣﻮزان ﺑﺎ اﺳﺘﻔﺎده از ﻓﻨﺎوري ﺑﻪ‬ ‫ﻋﻨﻮان ﯾﮏ اﺑﺰار وﺟﻮد دارد‪ .‬ﻧﻈﺮﯾﻪ ﭘﺮدازان و ﻣﻌﻠﻤﺎن در‬ ‫ﺣﺎل ﺗﺠﺪﯾﺪ ﻧﻈﺮ در ﺑﺮﻧﺎﻣﻪ ﻫﺎ و روش ﻫﺎي آﻣﻮزش ﺑﻪ‬ ‫ﻣﻨﻈﻮر ﺑﻪ ﺣﺪاﮐﺜﺮ رﺳﺎﻧﺪن ﺗﺄﺛﯿﺮات آﻣﻮزش و ﺑﺎزده‬ ‫داﻧﺶآﻣﻮزان ﻫﺴﺘﻨﺪ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﺳﺘﻔﺎدة ﻓﺮاوان ﻓﻨﺎوري‬ ‫در دﻧﯿﺎي اﻣﺮوزي‪ ،‬ﮐﺎرﺑﺮد و اﺳﺘﻔﺎده از آن در آﻣﻮزش و‬ ‫ﯾﺎدﮔﯿﺮي ﺿﺮوري اﺳﺖ؛ ﺑﻪ ﺷﺮط آﻧﮑﻪ ﺑﺘﻮاﻧﯿﻢ ﺗﺄﺛﯿﺮي‬ ‫ﻣﺎﻧﺪﮔﺎر ﺑﺮ ﭼﮕﻮﻧﻪ آﻣﻮﺧﺘﻦ داﻧﺶ آﻣﻮزان اﯾﺠﺎد ﮐﻨﯿﻢ‪ .‬در‬ ‫ﺣﺎل ﺣﺎﺿﺮ‪ ،‬ﺑﺎ ﻫﺠﻮم اﺳﺘﺎﻧﺪاردﻫﺎي ﺟﻬﺎﻧﯽ و ﺗﺄﮐﯿﺪ آﻧﻬﺎ ﺑﺮ‬ ‫ﻓﻨﺎوري‪ ،‬اﺳﺘﻔﺎده از آن ﺑﻪ ﯾﮏ اوﻟﻮﯾﺖ ﺑﺰرگ در ﻣﺪارس‬ ‫ﺗﺒﺪﯾﻞ ﺷﺪه اﺳﺖ )ﮐﺎﺳﺘﻠﯽ‪ .(2014 ،1‬اﯾﻦ ﭘﯿﺸﺮﻓﺖ ﻫﺎي‬ ‫ﻓﻨﺎوري اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت ﻋﻼوه ﺑﺮ ﺗﺄﺛﯿﺮ ﺑﺮ ﺑﺴﯿﺎري از‬ ‫اﺑﻌﺎد زﻧﺪﮔﯽ ﺑﺸﺮ‪ ،‬ﺑﺮ آﻣﻮزش ﻧﯿﺰ ﺗﺄﺛﯿﺮات ﭼﺸﻤﮕﯿﺮي‬ ‫ﮔﺬاﺷﺘﻪ اﺳﺖ‪ ،‬ﺑﻪ ﻫﻤﯿﻦ دﻟﯿﻞ داﻧﺸﻤﻨﺪان ﻣﻌﺘﻘﺪﻧﺪ ﮐﻪ‬ ‫ﺗﻠﻔﯿﻖ ﻓﻨﺎوري در ﻣﺤﺘﻮاي آﻣﻮزﺷﯽ و روش ﻫﺎي ﺗﺪرﯾﺲ‬ ‫ﺑﻪ ﻣﻨﻈﻮر آﻣﺎده ﮐﺮدن داﻧﺶ آﻣﻮزان ﺑﺮاي ورود ﺑﻪ دﻧﯿﺎي‬ ‫ﺻﻨﻌﺖ و ﮐﺴﺐ و ﮐﺎر ﺑﺴﯿﺎر ﺿﺮوري اﺳﺖ )ﮐﯿﻢ و‬ ‫ﻫﻤﮑﺎران‪2013 ،‬؛ ﺑﻪ ﻧﻘﻞ از ﺻﯿﻒ‪ ،‬رﺳﺘﮕﺎر و ﻇﻬﯿﺮي‪،‬‬ ‫‪.(1396‬‬ ‫ﻃﯽ دﻫﻪ ﻫﺎي ﮔﺬﺷﺘﻪ‪ ،‬ﭘﯿﺸﺮﻓﺖ و ﺗﺮوﯾﺞ ﻓﻨﺎوري و‬ ‫راﯾﺎﻧﻪ‪ ،‬ﺗﻌﺪاد ﻓﺰاﯾﻨﺪه اي از ﺳﯿﺴﺘﻢ ﻫﺎي ﯾﺎدﮔﯿﺮي ﺑﺎ اﺳﺘﻔﺎده‬ ‫از ﮐﺎﻣﭙﯿﻮﺗﺮ را‪ ،‬در ﻧﻬﻀﺖ ﺑﻬﺴﺎزي آﻣﻮزش و ﭘﺮورش‬ ‫ﻣﻌﺎﺻﺮ‪ ،‬ﺗﻘﻮﯾﺖ ﮐﺮده اﺳﺖ‪ .‬ﯾﺎدﮔﯿﺮي ﻣﺒﺘﻨﯽ ﺑﺮ ﮐﺎﻣﭙﯿﻮﺗﺮ‪،‬‬ ‫ﺑﻪ ﻋﻨﻮان ﮐﺎرﺑﺮد و اﺳﺘﻔﺎده از ﮐﺎﻣﭙﯿﻮﺗﺮ ﺑﺮاي دﺳﺘﯿﺎﺑﯽ ﺑﻪ‬ ‫‪1. Costley‬‬ ‫اﻫﺪاف و ﻣﻘﺎﺻﺪ آﻣﻮزﺷﯽ ﺗﻌﺮﯾﻒ ﺷﺪه اﺳﺖ )اﯾﻔﯿﻦ ﺗﺎﻟﺮ‪،2‬‬ ‫‪ (2012‬ﮐﻪ ﺑﻪ ﻓﺮاﯾﻨﺪ ﯾﺎدﮔﯿﺮي ﯾﺎ ﺷﯿﻮه ﻫﺎي آﻣﻮزﺷﯽ ﺑﺎ‬ ‫ﮐﻤﮏ ﮔﺮﻓﺘﻦ از ﻣﺤﺘﻮاي ﮐﺎﻣﭙﯿﻮﺗﺮي‪ ،‬ﺳﯿﺴﺘﻢ ﻋﺎﻣﻞ ﻫﺎ‪،‬‬ ‫ﻧﺮم اﻓﺰار ﻫﺎ و ﺗﺴﻬﯿﻞ ﮐﻨﻨﺪه ﻫﺎ اﺷﺎره دارد )ﺳﺮﯾﺰاوﺳﺪي و‬ ‫ﭘﺎﻧﺠﺎﺑﻮر‪ .(2016 ،3‬ﺑﯿﺪر و ﻟﮕﺎﺳﯽ‪ (2008) 4‬در ﭘﮋوﻫﺸﯽ‬ ‫ﺗﺄﺛﯿﺮات ﻓﻨﺎوري را ﺑﺮ درك ﻣﻄﻠﺐ داﻧﺶ آﻣﻮزان ﺑﺮرﺳﯽ‬ ‫ﮐﺮدﻧﺪ و درﯾﺎﻓﺘﻨﺪ ﮐﻪ داﻧﺶ آﻣﻮزان ﺗﻤﺎﯾﻞ دارﻧﺪ ﮐﻪ ﺑﺎ‬ ‫ﺗﺼﺎوﯾﺮ و وﯾﺪﺋﻮ ﻫﺎي اراﺋﻪ ﺷﺪه از ﻃﺮﯾﻖ ﮐﺎﻣﭙﯿﻮﺗﺮ‪ ،‬ﻫﺮ ﭼﻪ‬ ‫ﺑﯿﺸﺘﺮ ﺑﺮاﻧﮕﯿﺨﺘﻪ ﺷﻮﻧﺪ‪.‬‬ ‫ﻫﻤﭽﻨﯿﻦ در ﺳﺎلﻫﺎي اﺧﯿﺮ‪ ،‬اﻓﺰاﯾﺶ ﻋﻼﻗﻪ ﺑﻪ ﺗﻮﺳﻌﻪ‬ ‫و اﺳﺘﻔﺎده از ﻣﺤﺘﻮاي ﭼﻨﺪرﺳﺎﻧﻪ اي ﭘﯿﺸﺮﻓﺘﻪ ﺑﻪ ﻣﻨﻈﻮر‬ ‫اﻓﺰاﯾﺶ ﮐﯿﻔﯿﺖ و ﯾﺎدﮔﯿﺮي وﺟﻮد داﺷﺘﻪ اﺳﺖ‪ .‬ﺑﺎ ﭘﯿﺪاﯾﺶ‬ ‫ﻓﻨﺎوري ﻫﺎي اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت‪ ،‬ﻣﺤﯿﻂ ﻫﺎي ﯾﺎدﮔﯿﺮي ﺑﺎ‬ ‫ﻗﺪرت ﺑﯽ ﺳﺎﺑﻘﻪ اي ﭘﺪﯾﺪار ﺷﺪهاﻧﺪ‪ .‬در اﯾﻦ ﻣﺤﯿﻂ ﻫﺎي‬ ‫ﯾﺎدﮔﯿﺮي‪ ،‬وﺳﺎﯾﻞ اﻟﮑﺘﺮوﻧﯿﮑﯽ ﻣﻨﺎﺳﺒﯽ ﻓﺮاﻫﻢ ﻣﯽ ﺷﻮد ﺗﺎ‬ ‫ﯾﺎدﮔﯿﺮﻧﺪﮔﺎن ﺑﻪ ﮐﻤﮏ آﻧﻬﺎ و ﺗﻼش ﺧﻮد ﺑﺘﻮاﻧﻨﺪ ﻣﺸﮑﻞ‬ ‫ﺧﻮد را درﯾﺎﺑﻨﺪ‪ .‬در اﯾﻦ ﻣﯿﺎن ﻧﻘﺶ ﭼﻨﺪرﺳﺎﻧﻪ اي ﻫﺎي‬ ‫آﻣﻮزﺷﯽ ﻗﺎﺑﻞ ﺗﺄﻣﻞ اﺳﺖ‪ .‬ﻓﻨﺎوري ﭼﻨﺪرﺳﺎﻧﻪ اي ﻣﯽ ﺗﻮاﻧﺪ ﺑﺎ‬ ‫ﺗﺮﮐﯿﺐ ﻋﻨﺎﺻﺮ ﻣﺨﺘﻠﻔﯽ ﻣﺜﻞ ﻣﺘﻦ‪ ،‬ﺗﺼﻮﯾﺮ‪ ،‬اﻧﯿﻤﯿﺸﻦ‪ ،‬ﺻﺪا‬ ‫و ﻧﯿﺰ ﺑﻬﺮه ﮔﯿﺮي از اﺻﻮل ﻋﻤﻠﯽ‪ ،‬اﻣﮑﺎن ﺷﮑﻞدﻫﯽ‬ ‫ﺗﺠﺎرب ﯾﺎدﮔﯿﺮي دﺳﺘﻪ اول‪ ،‬اﯾﺠﺎد اﻧﮕﯿﺰة ﯾﺎدﮔﯿﺮي‪،‬‬ ‫ﺻﺮﻓﻪ ﺟﻮﯾﯽ در وﻗﺖ و اﯾﺠﺎد ﯾﺎدﮔﯿﺮ (...truncated)