The aim of the study was to compare the impact of non-digital and digital game methods with traditional methods on the academic progress of third-grade elementary students in mathematics. The study was conducted using a quasi-experimental research method, with a pre-test and post-test research design. The statistical population consisted of 50 students from the third elementary school of Bompur, who were selected by all counts and studied in random order in experimental and control groups. The mathematical progress researcher test was used to measure numerology and twin multiplication. The data analysis was done using a one-way covariance analysis test. The findings showed a significant difference between the test and control groups in mathematical progress. The non-digital gamification group had a higher average score than the traditional method group, and the digital gamification group had a higher average score than the traditional method group. The non-digital gaming group had a higher average score than the educational digital gaming group. According to the findings, the student was fully active during the learning process during the game, which is why it has a positive impact on learning.

Abstract: This systematic review investigates various evaluation tools for digital educational games and answers the question of which evaluation tools could be used to evaluate digital educational games. A systematic review of studies, by searching for related keywords in the title, abstract, and keywords of studies in the scientific databases EMBASE, Web of Science, Scopus, and PubMed, was launched without time-limited on November 2, 2021. The same checklist was used to extract data such as reference, first author's name, year of publication, tool name, type of tool, instructional strategy, and evaluation factors. A total of 3516 articles were extracted and finally, an analysis of the included studies gave us 22 different approaches to the systematic evaluation of educational games. The same study developed some proprietary evaluation tools exclusively for game evaluation. However, some tools evaluated games in different dimensions, most of which did not consider the tool's validity. In the same sense, we have five prominent evaluation guidelines, including E-GESS, MEEGA+, EGameFlow, HEP, and Kato evaluation guideline, all of which have been developed by explicitly decomposing the evaluation objectives into criteria and using a questionnaire assessed through a collection of case studies. Our systematic review showed the need to identify more consistent and uniform patterns in different dimensions for the systematic evaluation of digital educational games to achieve valid results that can be used as a basis for deciding on the use of digital educational games.

Introduction: Long-term clinical evaluation of dental implants and their surrounding structures is of utmost importance to acquire knowledge about reasons for implant success and failure.However, accurate and reproducible results are difficult to obtain. The aim of the present study was to examine bone height around endosseous implants on digital conventional radiographs (DCR) and direct digital subtraction images (DSI) prior to loading.Materials and methods: In this experimental study, bone height around 10 implants in 6 patients was assessed by 2 observers. Standardized digital radiographs were obtained just a week and 3 months postoperatively and subtracted by means of EMAGO software. Then the observers evaluated bone height on DCRs and DSIs. MINITAB software and paired t-test were used for statistical analysis (a=0.05).Results: Comparative evaluation of bone height indicated significantly higher values on DCR than on DSI (p value=0.002). The observers also had statistically significant variability in this assessment (p value=0.00003).Conclusion: DSI demonstrated lower values of linear measurement of bone height around endosseous implants compared with DCR. Interobserver variability should be considered when comparing values from follow-up studies.

Abstract This article addresses three main questions: What is the legal status of digital designs from the perspective of Iranian laws and EU design law? Is protection limited to the reproduction of physical products or not? And whether the scope of protection includes dimensions such as the use of Does it cover 3D design and conversion to 2D or vice versa? There is no mention of this subject in Iranian law, and no research or writing has been devoted to it. However, in Europe, there are two general views on dimensional transformation: "abstract" and "objective" views, which are two ways of looking at the scope of protection, depending on how the protectability of digital designs is assessed. In the "abstract" theory of protection, it does not matter whether a product exists only as a digital image or has a physical form. From an "objective" point of view, however, it is more challenging to protect digital designs because the scope of protection is often linked to the reproduction of an actual physical product. This article argues that there is no answer to these and similar questions in Iranian law, but under European jurisprudence, most of the questions raised regarding the protection of digital designs and dimensional transformation can be considered resolved. Because the jurisprudence has preferred protection based on the "abstract" viewpoint to the "objective" viewpoint, it has expanded the scope of this type of protection at the level of the European Union. This means that digital use of non-digital designs can now be considered infringement. As a result,  rights holders should be more careful in the future when evaluating limitations and exceptions. In Iranian law, Article 1 of the Protection of Authors Act of 1348 refers to what is achieved through innovation as a work without considering the method or form of its expression and emergence (Rehbar and Dehghanpour, 543) (Habiba and Qaim Maggi, 1401:94) and Article 2, Clause 11, which refers to innovative work, is practically an addition (Zarkalam and Mokhuri, 2014: 27-33). Digital designs are often associated with the decision to achieve physical production, but they can also be used only in an intangible way. Designs such as icons in applications and graphical user interfaces are examples of designs made exclusively for digital use. Another example is video games, the building blocks of all games are digital designs. In the software, mobile device, and video game industries, the issue of protecting digital designs is becoming increasingly important because digital designs can be easily copied and used by others. It has been argued that industrial design protection can play a role in effectively protecting digital designs. (Church, 2019: 695) At the European Union level, design protection is governed by two pieces of legislation: the Design Directive and the Community Design Regulation. Despite the growing importance of design protection, its scope in relation to digital designs is often unclear. These issues are particularly relevant to the question of whether protection applies to the reproduction of physical products and whether the scope of protection covers dimensional changes, such as the use of a three-dimensional design in a two-dimensional form or vice versa. This article refers to this as dimensional transformation because digitization and dimensional transformation are often intertwined. There seem to be two views on this next transformation in the EU: "abstract" and "concrete". In the "abstract" view, protection is considered for all types of production, regardless of the dimensions of the object. In some member states, such as  Germany, protection is taken for granted regardless of dimensions. Any use of a protected 3D design in 2D form may be considered an infringement. An "objective" view is that protection is limited to physical goods only. Therefore, according to this view, if the design protection was originally registered for a three-dimensional figure, its use in two-dimensional form is not considered an infringement of the law, or vice versa. This perspective is particularly prevalent in England, Scandinavian countries, and the United States. Similarly, some researchers consider the lack of a tangible product to be a significant challenge for the protection of design. (McKenna, 2020: 395) The background of the research either includes the investigation of copyright in algorithms (Habiba and Ghaem Maggi, 1401) or intangible technologies (Rehbar and Dehghanpour, 1401). Maybe they have dealt with new information and communication technologies (Shakri and Jafarpour, 1401). Therefore, one of the novel points of this article is the examination of the possibility of supporting digital designs and dimensional transformation. To date, the validity of physical product design and reproduction laws has been successfully challenged at the European Union level. However, in order to consider the problem of dimensional transformation, one must pay full attention to the design protection of digital designs. In order to achieve this, the article first briefly introduces digital designs and their role in video games before considering the copyright/design relationship in the protection of digital designs. Secondly, this article examines the legal status of digital designs.

Accounting bodies have always emphasized the use of educational technologies in introductory accounting courses to make them more appealing and to have a positive impact on students’ interest and attitude towards this profession. The purpose of the present study is to investigate the effect of digital instructional games on students' attitudes toward accounting. The game used in this quasi-experimental research is the digital game Accounting Principles, available at Cafe Bazar, and the experiment was conducted during the first semester of the academic year 2018-2019. The sample was selected through convenience sampling and included 100 students of Accounting Principles (1) in four available classes at a university in Tehran. The classes were randomly assigned into experimental and control groups. A standard attitude survey was used to collect data. The results showed that the digital game Accounting Principles improved accounting students’ perception of this discipline. Moreover, the results showed the positive impact of the game on the attitude of non-accounting (management) students towards accounting was stronger. Consistent with the view of the American Accounting Association, findings suggest that making introductory accounting courses more attractive by using instructional technologies such as games can improve accounting students' interest and attitudes toward accounting and attract them to this major.

Socratic Questioning is a systematic questioning that can be used to explore complex ideas, multiple goals, reach the truth of things, solve problems, identify assumptions, analyze concepts and specify what we know and what we do not know. The distinction between Socratic questioning and ordinary questioning is that Socratic questioning is methodical, systematic and deep and is also focused on the underlying concepts, principles, theories, topics, and problems. In digital game designing, children and adolescents can be trained the process of reasoning and evaluating thoughts of other people and how to think through the use of Socratic questioning and critical thinking tools, and exploration. In this study, due to the topic, a researcher-made questionnaire is made by data using a quantitative method, , and a questionnaire based on grounded theory or grounded theory of coding and coding of interviews. The statistical society is consisted of children and adolescents aged 10 to 12 years and 12 to 14 years old. The researcher interviewed and distributed a questionnaire and analyzed their critical behavior in the digital game of Clash of Clans and also in the next section of this paper, the results of deep interviews with university professors have been explored. Thus, in the paper, we concluded that in digital games, it is necessary to pay attention to critical thinking components in order to develop children's and adolescent questioning ability to solve problems and make decisions.

Background: Game-based education is fast becoming a key instrument in medical education. Method: In this study, papers related to games were filtered and limited to full-text peer-reviewed published in English. Results: To the best of researchers’ knowledge, the concepts used in the literature are varied and distinct, and the literature is not conclusive on the definition of educational games for medical education. Conclusion: This paper attempts to classify terms, concepts and definitions common to gamification in medical education.

This study was conducted with the aim of standardizing the Pedagogical content knowledge scale of high school teachers in using digital games. The present study is a correlational study with the statistical population including all high school teachers in Urmia. In this study, two areas were selected randomly from education districts and then Questionnaires were distributed among high school teachers in district 2 using the relative stratified sampling method. To assess the Pedagogical content knowledge of digital games the questionnaire of Sue et al (2013) was used. Finally, the data were analyzed through confirmatory factor analysis statistical test. In confirmatory factor analysis, the goodness of fit indices showed good fit of the model. The results also showed that all items of Urmia High School Teachers' Pedagogical Content Knowledge Scale were acceptable in using factor loaded digital games. And none of the items were removed from the Sue et al. Questionnaire (2013). It should be noted that in the subscale of game knowledge, item 1 with factor loadings (0/779), in the subscale of Pedagogical game knowledge, item 9 with factor loadings (0/745), in the subscale of game content knowledge, factor 12 with operating load (0/761) is considered to be the most relevant items for each component of game knowledge, Pedagogical game knowledge, and game content knowledge. The Pedagogical content knowledge of high school teachers in the city of Urmia in using digital games has a good content and structural validity and can be used to evaluate the Pedagogical content knowledge of other high schools in using digital games.