اثربخشی آموزش به کمک بازی وارسازی بر اضطراب ریاضی و انگیزة ریاضی دانش‌آموزان پایة نهم

‫ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ‬ Quarterly Journal of Research in School and Virtual Learning Year 9, No 1 (Serial Number 33), Summer 2021 (P 27-36) ‫ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‬ (36 - 27 ‫ )ص‬1400 ‫ ﺗﺎﺑﺴﺘﺎن‬،(33 ‫ ﺷﻤﺎره اول )ﭘﯿﺎﭘﯽ‬،‫ﺳﺎل ﻧﻬﻢ‬ ‫اﺛﺮﺑﺨﺸﯽ آﻣﻮزش ﺑﻪ ﮐﻤﮏ ﺑﺎزي وارﺳﺎزي ﺑﺮ اﺿﻄﺮاب رﯾﺎﺿﯽ و اﻧﮕﯿﺰة رﯾﺎﺿﯽ داﻧﺶآﻣﻮزان ﭘﺎﯾﮥ ﻧﻬﻢ‬ 2 ‫ ﺣﺪﯾﺚ ﻋﺒﺪي‬،1*‫ﻧﺮﮔﺲ ﯾﺎﻓﺘﯿﺎن‬ ‫ اﯾﺮان‬،‫ ﺗﻬﺮان‬،‫ داﻧﺸﮕﺎه ﺗﺮﺑﯿﺖ دﺑﯿﺮ ﺷﻬﯿﺪ رﺟﺎﯾﯽ‬،‫ داﻧﺸﮑﺪه ﻋﻠﻮم‬،‫ ﮔﺮوه رﯾﺎﺿﯽ‬،‫ اﺳﺘﺎدﯾﺎر‬.1 ‫ اﯾﺮان‬،‫ ﺗﻬﺮان‬،‫ داﻧﺸﮕﺎه ﺗﺮﺑﯿﺖ دﺑﯿﺮ ﺷﻬﯿﺪ رﺟﺎﯾﯽ‬،‫ داﻧﺸﮑﺪه ﻋﻠﻮم‬،‫ ﮔﺮوه رﯾﺎﺿﯽ‬،‫ آﻣﻮزش رﯾﺎﺿﯽ‬،‫ ﮐﺎرﺷﻨﺎس ارﺷﺪ‬.2 1400/06/31 :‫ﺗﺎرﯾﺦ ﭘﺬﯾﺮش‬ 1399/10/15 :‫ﺗﺎرﯾﺦ درﯾﺎﻓﺖ‬ The Effectiveness of Teaching by Using Gamification on Mathematical Anxiety and Mathematical Motivation of Ninth Grade Students N. Yaftian*1, H. Abdi2 1. Assistant Professor of Mathematics, Department of Mathematics, Faculty of science, Shahid Rajaee Teacher Training University 2. MS.c., Mathematics Education, Department of Mathematics, Faculty of Science, Shahid Rajaee Teacher Training University Received: 2021/01/04 Original Article Abstract The aim of this study was to investigate the effectiveness of gamification training on mathematical anxiety and mathematical motivation of ninth grade students. This research was conducted by quasi-experimental method with pre-test-post-test design with a control group. The statistical population is the ninth grade students of Mallard district. Based on the available sampling, 50 people were selected and 25 people were randomly assigned to the experimental group and another 25 people to the control group. In 7sessions, the students of the experimental group learned some of the mathematical concepts with the help of gamification. The research tools are questionnaires of mathematical anxiety and mathematical motivation based on valid researches whose face and content validity was confirmed by experts and a number of experienced mathematics teachers. Cronbach's alpha of the Mathematical Anxiety and Mathematical Motivation Questionnaires is 0.865 and 0.903, respectively, indicating their acceptable reliability. Multivariate analysis of covariance was used to analyze the data. The results of multivariate analysis of covariance showed that gamification training reduces ninth grade math anxiety (P<0.05,F=23.227) and increases their math motivation (P<0.05,F=16.521). Findings of the study showed that education with the help of gamification reduces the level of anxiety and stress in students in mathematics and makes teaching and learning this course more attractive and enjoyable. Keywords Gamification, Mathematical Anxiety, Mathematical Motivation, Ninth Grade. *Corresponding Author: Accepted: 2021/09/22 ‫ﻣﻘﺎﻟﻪ ﭘﮋوﻫﺸﯽ‬ ‫ﭼﮑﯿﺪه‬ ‫ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ اﺛﺮ ﺑﺨﺸﯽ آﻣﻮزش ﺑﻪ ﮐﻤﮏ ﺑﺎزي‬ ‫وارﺳﺎزي ﺑﺮ اﺿﻄﺮاب رﯾﺎﺿﯽ و اﻧﮕﯿﺰة رﯾﺎﺿﯽ داﻧﺶآﻣﻮزان ﭘﺎﯾﮥ ﻧﻬﻢ‬ -‫ اﯾﻦ ﭘﮋوﻫﺶ ﺑﻪ ﺷﯿﻮة ﺷﺒﻪ آزﻣﺎﯾﺸﯽ و ﺑﺎ ﻃﺮح ﭘﯿﺶآزﻣﻮن‬.‫اﻧﺠﺎم ﮔﺮدﯾﺪ‬ ‫ داﻧﺶآﻣﻮزان‬،‫ ﺟﺎﻣﻌﮥ آﻣﺎري‬.‫ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل ﺻﻮرت ﮔﺮﻓﺖ‬ 50 ،‫ﭘﺎﯾﮥ ﻧﻬﻢ ﺷﻬﺮﺳﺘﺎن ﻣﻼرد اﺳﺖ ﮐﻪ ﺑﺮاﺳﺎس ﻧﻤﻮﻧﻪﮔﯿﺮي دردﺳﺘﺮس‬ ‫ ﻧﻔﺮ دﯾﮕﺮ‬25 ‫ ﻧﻔﺮ در ﮔﺮوه آزﻣﺎﯾﺶ و‬25 ‫ﻧﻔﺮ اﻧﺘﺨﺎب و ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ‬ ‫ ﺟﻠﺴﻪ‬7 ‫ ﻃﯽ‬،‫ داﻧﺶآﻣﻮزان ﮔﺮوه آزﻣﺎﯾﺶ‬.‫در ﮔﺮوه ﮐﻨﺘﺮل ﻗﺮار ﮔﺮﻓﺘﻨﺪ‬ ‫ اﺑﺰار‬.‫ﺑﺨﺸﯽ از ﻣﻔﺎﻫﯿﻢ رﯾﺎﺿﯽ را ﺑﻪ ﮐﻤﮏ ﺑﺎزي وارﺳﺎزي آﻣﻮزش دﯾﺪﻧﺪ‬ ‫ ﭘﺮﺳﺶﻧﺎﻣﻪﻫﺎي اﺿﻄﺮاب رﯾﺎﺿﯽ و اﻧﮕﯿﺰة رﯾﺎﺿﯽ ﺑﺮاﺳﺎس‬،‫ﭘﮋوﻫﺶ‬ ‫ﭘﮋوﻫﺶﻫﺎي ﻣﻌﺘﺒﺮ اﺳﺖ ﮐﻪ رواﯾﯽ ﺻﻮري و ﻣﺤﺘﻮاﯾﯽ آﻧﻬﺎ ﺑﻪ وﺳﯿﻠﮥ‬ ‫ آﻟﻔﺎي‬.‫ﺻﺎﺣﺐ ﻧﻈﺮان و ﺗﻌﺪادي از دﺑﯿﺮان رﯾﺎﺿﯽ ﺑﺎ ﺗﺠﺮﺑﻪ ﺗﺎﯾﯿﺪ ﮔﺮدﯾﺪ‬ ،‫ﮐﺮوﻧﺒﺎخ ﭘﺮﺳﺶﻧﺎﻣﻪﻫﺎي اﺿﻄﺮاب رﯾﺎﺿﯽ و اﻧﮕﯿﺰة رﯾﺎﺿﯽ ﺑﻪ ﺗﺮﺗﯿﺐ‬ ‫ ﺑﺮاي‬.‫ اﺳﺖ ﮐﻪ ﺑﯿﺎﻧﮕﺮ ﭘﺎﯾﺎﯾﯽ ﻗﺎﺑﻞ ﻗﺒﻮل آﻧﻬﺎ اﺳﺖ‬0/903 ‫ و‬0/865 ‫ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎ از آزﻣﻮن ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ ﭼﻨﺪﻣﺘﻐﯿﺮي اﺳﺘﻔﺎده‬ ‫ آﻣﻮزش ﺑﻪ‬،‫ ﻧﺘﺎﯾﺞ ﺣﺎﺻﻞ از ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ ﭼﻨﺪﻣﺘﻐﯿﺮي ﻧﺸﺎن داد‬.‫ﺷﺪ‬ ‫ اﺿﻄﺮاب رﯾﺎﺿﯽ داﻧﺶآﻣﻮزان ﭘﺎﯾﮥ ﻧﻬﻢ را ﮐﺎﻫﺶ‬،‫ﮐﻤﮏ ﺑﺎزي وارﺳﺎزي‬ ‫( و اﻧﮕﯿﺰة رﯾﺎﺿﯽ آﻧﻬﺎ را اﻓﺰاﯾﺶ ﻣﯽدﻫﺪ‬F=23/227 ‫ و‬P<0/05) ‫ ﯾﺎﻓﺘﻪﻫﺎي ﭘﮋوﻫﺶ ﻣﺸﺨﺺ ﮐﺮد آﻣﻮزش ﺑﻪ‬.(F=16/521 ‫ و‬P<0/05) ‫ از ﻣﯿﺰان اﺿﻄﺮاب و ﻓﺸﺎرﻫﺎي رواﻧﯽ داﻧﺶآﻣﻮزان‬،‫ﮐﻤﮏ ﺑﺎزيوارﺳﺎزي‬ ‫در درس رﯾﺎﺿﯽ ﻣﯽﮐﺎﻫﺪ و آﻣﻮزش و ﯾﺎدﮔﯿﺮي اﯾﻦ درس را ﺟﺬابﺗﺮ و‬ .‫ﻟﺬتﺑﺨﺶﺗﺮ ﻣﯽﮐﻨﺪ‬ ‫واژﮔﺎن ﮐﻠﯿﺪي‬ .‫ ﭘﺎﯾﮥ ﻧﻬﻢ‬،‫ اﻧﮕﯿﺰة رﯾﺎﺿﯽ‬،‫ اﺿﻄﺮاب رﯾﺎﺿﯽ‬،‫ﺑﺎزي وارﺳﺎزي‬ ‫ ﻧﺮﮔﺲ ﯾﺎﻓﺘﯿﺎن‬:‫* ﻧﻮﯾﺴﻨﺪه ﻣﺴﺌﻮل‬ ‫‪28‬‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ‪ ،‬ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‪ ،‬ﺳﺎل ﻧﻬﻢ‪ ،‬ﺷﻤﺎره اول )ﭘﯿﺎﭘﯽ ‪ ،(33‬ﺗﺎﺑﺴﺘﺎن ‪1400‬‬ ‫ﻣﻘﺪﻣﻪ‬ ‫ﯾﮑﯽ از ﺿﺮورﯾﺎت زﻧﺪﮔﯽ در ﻋﺼﺮ ﺣﺎﺿﺮ‪ ،‬ﺑﻬﺮهﻣﻨﺪ ﺑﻮدن از‬ ‫داﻧﺶ رﯾﺎﺿﯽ و ﻗﺎﺑﻠﯿﺖ ﺗﻔﮑﺮ و اﺳﺘﺪﻻل ﺑﻪ ﺻﻮرت رﯾﺎﺿﯽ‬ ‫وار اﺳﺖ‪ .‬اﻫﻤﯿﺖ اﯾﻦ داﻧﺶ در ﺣﺪي اﺳﺖ ﮐﻪ از ﻫﻤﺎن‬ ‫ﺳﺎلﻫﺎي اول آﻣﻮزش‪ ،‬ﺳﺎﻋﺖﻫﺎي زﯾﺎدي از ﺑﺮﻧﺎﻣﻪﻫﺎي‬ ‫درﺳﯽ ﺑﻪ آن اﺧﺘﺼﺎص ﯾﺎﻓﺘﻪ اﺳﺖ‪ .‬ﺷﺎﯾﺪ ﺳﺎدهﺗﺮﯾﻦ ﺗﻮﺿﯿﺢ‬ ‫درﺑﺎرة ﻋﻠﺖ ﯾﺎدﮔﯿﺮي رﯾﺎﺿﯽ آن ﺑﺎﺷﺪ ﮐﻪ رﯾﺎﺿﯿﺎت ﺑﺎ زﻧﺪﮔﯽ‬ ‫ﻣﺎ و ﺟﻬﺎن ﭘﯿﺮاﻣﻮن ﻣﺎ درآﻣﯿﺨﺘﻪ و ﺑﻪ دﺳﺖ آوردن‬ ‫ﻣﻬﺎرتﻫﺎي آن در ﺑﻌﻀﯽ ﺳﻄﻮح‪ ،‬اﺟﺘﻨﺎبﻧﺎﭘﺬﯾﺮﺗﺮ از ﻫﻤﯿﺸﻪ‬ ‫ﮔﺮدﯾﺪه اﺳﺖ‪ .‬از ﻃﺮﻓﯽ اﻣﺮوزه ﺳﻄﻮح ﻣﻮﻓﻘﯿﺖ رﯾﺎﺿﯽ‪ ،‬ﺑﻪ‬ ‫ﻋﻨﻮان ﯾﮑﯽ از ﮐﻠﯿﺪﻫﺎي اﺻﻠﯽ ﺑﺮاي ﻣﻮﻓﻘﯿﺖ در اﻧﺘﺨﺎب‬ ‫ﺷﻐﻞ ﺷﻨﺎﺧﺘﻪ ﻣﯽﺷﻮد )ﻋﻠﯽ و ﺣﺴﻦ‪(2019 ،1‬؛ ﺑﻨﺎﺑﺮاﯾﻦ‬ ‫ﻣﯽﺗﻮان ﻓﺮاﮔﯿﺮي رﯾﺎﺿﯿﺎت را ﯾﮏ ﻧﯿﺎز ﺑﺴﯿﺎر ﺿﺮوري‬ ‫داﻧﺴﺖ‪.‬‬ ‫ﺑﺎ اﯾﻦ وﺟﻮد از ﻧﻈﺮ داﻧﺶآﻣﻮزان‪ ،‬رﯾﺎﺿﯽ ﯾﮑﯽ از‬ ‫ﭘﺮﭼﺎﻟﺶﺗﺮﯾﻦ ﻣﻮاد درﺳﯽ ﺑﻪ ﺷﻤﺎر ﻣﯽآﯾﺪ و ﯾﺎﻓﺘﻪﻫﺎي‬ ‫ﺗﺤﻘﯿﻘﺎت ﺑﺴﯿﺎري در ﮐﺸﻮر‪ ،‬ﺑﯿﺎﻧﮕﺮ اﻓﺖ ﺗﺤﺼﯿﻠﯽ ﻓﺰاﯾﻨﺪه در‬ ‫اﯾﻦ درس اﺳﺖ )ﮐﺸﻮري‪ ،‬ﻧﺴﻮري و زاﻫﺪﻧﮋاد‪.(1393 ،‬‬ ‫ﻫﻤﭽﻨﯿﻦ ﻧﺘﺎﯾﺞ ﻣﻄﺎﻟﻌﺎت ﺗﯿﻤﺰ در ﺳﺎل ‪ 2015‬ﻧﺸﺎن ﻣﯽدﻫﺪ‬ ‫ﮐﻪ داﻧﺶآﻣﻮزان اﯾﺮاﻧﯽ‪ ،‬در ﻋﻤﻠﮑﺮد رﯾﺎﺿﯽ ﭼﻨﺪان ﻣﻮﻓﻖ‬ ‫ﻧﺒﻮدهاﻧﺪ )ﺑﺨﺸﻌﻠﯽ زاده‪1396 ،‬؛ ﭘﮋﻣﺎن و ﮔﻮﯾﺎ‪ .(1397 ،‬اﯾﻦ‬ ‫ﻣﻮﺿﻮع ﻣﯽﺗﻮاﻧﺪ ﭘﯿﺎم ﻣﻬﻢ و وﯾﮋهاي ﺑﺮاي ﻣﻌﻠﻤﺎن و‬ ‫ﺑﺮﻧﺎﻣﻪرﯾﺰان درﺳﯽ داﺷﺘﻪ ﺑﺎﺷﺪ ﮐﻪ وﺿﻌﯿﺖ ﻓﻌﻠﯽ آﻣﻮزش‬ ‫درس رﯾﺎﺿﯽ ﺑﺎﯾﺪ دﮔﺮﮔﻮن ﺷﻮد‪ .‬روشﻫﺎي ﻣﺮﺳﻮم ﺗﺪرﯾﺲ‬ ‫اﯾﻦ درس ﺑﺎ وﺟﻮد اﺟﺮا در ﺳﺎﻟﯿﺎن دراز‪ ،‬ﻧﺘﻮاﻧﺴﺘﻪ اﺳﺖ وﻇﯿﻔﮥ‬ ‫ﯾﺎدﮔﯿﺮي و آﻣﻮزش رﯾﺎﺿﯽ را ﺑﺮاي ﻋﻤﻮم داﻧﺶآﻣﻮزان ﺑﻪ‬ ‫روش ﻣﻄﻠﻮﺑﯽ اﻧﺠﺎم دﻫﺪ‪ .‬ﻣﺤﻘﻘﺎن ﻫﻤﻮاره ﺑﻪ دﻧﺒﺎل ﯾﺎﻓﺘﻦ‬ ‫راه ﺣﻞ ﻫﺎﯾﯽ ﺑﺮاي ﭘﺮ ﮐﺮدن اﯾﻦ ﺧﻼء ﻣﻮﺟﻮد در آﻣﻮزش و‬ ‫ﯾﺎدﮔﯿﺮي رﯾﺎﺿﯽ ﺑﻮدهاﻧﺪ و ﺑﯿﺸﺘﺮ راه ﻫﺎﯾﯽ را ﺟﺴﺘﺠﻮ‬ ‫ﮐﺮدهاﻧﺪ ﮐﻪ ﺗﻤﺮﯾﻨﺎت روزﻣﺮه و ﮐﺴﺎﻟﺖ ﺑﺎر را ﺑﻪ ﺗﺠﺮﺑﻪﻫﺎي‬ ‫ﻟﺬتﺑﺨﺶ و ﺗﻌﺎﻣﻠﯽ ﺗﻐﯿﯿﺮ دﻫﻨﺪ؛ ﺑﻨﺎﺑﺮاﯾﻦ ﺑﻬﺮه ﮔﯿﺮي از‬ ‫راﻫﺒﺮدﻫﺎي ﻣﻨﺎﺳﺐ و ﺷﯿﻮهﻫﺎي ﻧﻮﯾﻦ و ﻓﻌﺎل ﺗﺪرﯾﺲ‪ ،‬ﺑﻪ‬ ‫وﯾﮋه ﺑﻪ ﮐﺎرﮔﯿﺮي ﻓﻨﺎوري در ﻋﺮﺻﮥ آﻣﻮزش ﻣﯽﺗﻮاﻧﺪ ﺗﺎ ﺣﺪود‬ ‫زﯾﺎدي ﺑﻪ ﺑﻬﺒﻮد ﺷﺮاﯾﻂ و ﯾﺎدﮔﯿﺮي داﻧﺶآﻣﻮزان ﮐﻤﮏ ﮐﻨﺪ‬ ‫)ﯾﺎوري‪ ،‬ﯾﺎرﯾﺎري و رﺳﺘﮕﺎر ﭘﻮر‪.(1385 ،‬‬ ‫‪1. Ali & Hasan‬‬ ‫در ﭼﻨﺪ دﻫﮥ اﺧﯿﺮ‪ ،‬ﺑﻪ دﻧﺒﺎل ﭘﯿﺸﺮﻓﺖ ﻓﻨﺎوري و ﻋﻤﻮﻣﯽ‬ ‫ﺷﺪن اﺑﺰارﻫﺎي اﻟﮑﺘﺮوﻧﯿﮑﯽ و رﺳﺎﻧﻪﻫﺎي دﯾﺠﯿﺘﺎل ﻣﺎﻧﻨﺪ راﯾﺎﻧﻪ‬ ‫و ﺑﺎزيﻫﺎي راﯾﺎﻧﻪاي‪ ،‬ﮐﺸﺶ و ﺟﺎذﺑﻪاي ﻓﺮاوان ﻣﯿﺎن‬ ‫ﻣﺨﺎﻃﺒﺎن آﻧﻬﺎ از ﺟﻤﻠﻪ ﮐﻮدﮐﺎن و ﻧﻮﺟﻮاﻧﺎن ﺑﻪ وﺟﻮد آﻣﺪه‬ ‫اﺳﺖ )ﭼﻨﮓ‪ 2‬و ﻫﻤﮑﺎران‪ .(2019 ،‬ﻟﺬا اﺳﺘﻔﺎده از اﯾﻦ‬ ‫ﻇﺮﻓﯿﺖ در ﺑﻬﺒﻮد روشﻫﺎي آﻣﻮزﺷﯽ‪ ،‬ﺑﻪ وﯾﮋه آﻣﻮزش درس‬ ‫رﯾﺎﺿﯽ‪ ،‬ﻣﯽﺗﻮاﻧﺪ ﻧﺘﺎﯾﺞ ﺧﻮﺑﯽ ﺑﻪ ﻫﻤﺮاه داﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬ ‫ﯾﮑﯽ از ﺷﯿﻮهﻫﺎي آﻣﻮزﺷﯽ ﻧﻮﯾﻦ و ﻓﻌﺎل ﮐﻪ رﯾﺸﻪ در‬ ‫ﺻﻨﻌﺖ رﺳﺎﻧﻪﻫﺎي دﯾﺠﯿﺘﺎل دارد‪ ،‬آﻣﻮزش ﺑﻪ ﮐﻤﮏ ﺑﺎزي‬ ‫وارﺳﺎزي اﺳﺖ )ﻫﻮﺗﺎري و ﻫﺎﻣﺎري‪ .(2017 ،3‬اﯾﻦ ﺷﯿﻮه‬ ‫ﺷﺎﻣﻞ ﺗﺮﮐﯿﺐ اﺟﺰاي ﺗﺸﮑﯿﻞ دﻫﻨﺪه ﺑﺎزي ﺑﺎ ﺣﻮزه ﻫﺎﯾﯽ ﻧﻈﯿﺮ‬ ‫آﻣﻮزش اﺳﺖ ﮐﻪ ﻣﻌﻤﻮﻻً ﺑﺎ ﺑﺎزي اراﺋﻪ ﻧﻤﯽﺷﻮﻧﺪ )ﺳﻮ و‬ ‫ﭼﻨﮓ‪2015 ،4‬؛ ﻫﻮﺗﺎري و ﻫﺎﻣﺎري‪ .(2017 ،‬اﯾﺪة اﺻﻠﯽ ﺑﺎزي‬ ‫وار ﺳﺎزي اﯾﻦ اﺳﺖ ﮐﻪ ﺑﺎ ﺑﻪ ﮐﺎرﮔﯿﺮي ﻋﻨﺎﺻﺮ ﺳﺎدة ﺑﺎزيﻫﺎ‬ ‫ﻣﺎﻧﻨﺪ اﻣﺘﯿﺎز‪ ،‬ﻣﺪال‪ ،‬زﻣﺎن و ﻏﯿﺮه‪ ،‬ﻣﯽﺗﻮان ﯾﮏ ﮐﺎر ﮐﺴﺎﻟﺖآور‬ ‫را ﺑﻪ ﻓﻌﺎﻟﯿﺘﯽ ﺟﺬاب ﺗﺒﺪﯾﻞ ﮐﺮد و ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﻫﻤﯿﺖ ﻣﺴﺎﺋﻞ‬ ‫اﻧﮕﯿﺰﺷﯽ در ﯾﺎدﮔﯿﺮي داﻧﺶآﻣﻮزان‪ ،‬اﺳﺘﻔﺎده از آن ﻧﻘﺶ‬ ‫ﻣﻬﻤﯽ در ﻓﺮاﯾﻨﺪ آﻣﻮزش و ﯾﺎدﮔﯿﺮي اﯾﻔﺎ ﻣﯽﮐﻨﺪ)آراﯾﺎ‪ ،‬ارﺗﯿﺰ‪،‬‬ ‫ﺑﻮﺗﺎن و ﮐﺮﯾﺴﺘﺎ‪ .(2019 ، 5‬ﺑﺎزي وارﺳﺎزي از ﻃﺮﯾﻖ‬ ‫ﺑﺎز (...truncated)