game

The incorporation of applied games in university differentiated language instruction is increasingly prevalent. This interventional study was conducted through non-crossover design in the academic years 2020-2021 among the students of Isfahan University of Medical Sciences. The quantitative and qualitative data were gathered by soliciting participants' attitudes towards English for Specific Purposes writing through (game)-based differentiated instruction, assessing their academic and professional writing, and debriefing their insight into how differentiated instruction might enhance English for Specific Purposes writing. While the quantitative data were analyzed through Wilcoxon signed-rank test and repeated measures ANOVA, the qualitative data were content analyzed through theme-based analysis. It was revealed that mixed reality harnessed the synergy of augmented reality and virtual reality in English for Specific writing education. Findings showed that single-minded preoccupation with a game type undermines the potential of game-based differentiated instruction in English for Specific Purposes writing. The results and implications are explained.

This descriptive research was conducted using the systematic review method to investigate the position of digital leisure in Iran. The statistical population of this study consisted of all the theses, dissertations, and articles published in Iran. After searching, screening, and the qualitative evaluation of the research studies, 283 research were selected for the study. A researcher-developed data collection form was used to review the studies. The results indicate that the process of the production and publication of research studies in the area of digital leisure goes back to 2001, and it has been in progress since then. 84% of these research studies were conducted in the 2010s. The geographical distribution of these studies includes 25 provinces across Iran. 66% were journal articles and the remaining 34% were in the form of theses. 77% of the research studies adopted the quantitative approach, while 23% were qualitative and mixed-method studies. The analysis and the interpretation of the findings showed that a large body of theoretical literature and the main concepts used in the research emphasizes the interdisciplinary nature of digital leisure and its special application in sports, education, culture, social sciences, economy, entertainment, and psychology. As a result, all three groups of managers, producers, and researchers must approach this area more than ever before from an applied perspective for the proper utilization of the cultural, economic, educational, and athletic aspects of digital leisure.

Intellectual impairment is one of the most common mental disorders associated with impaired balance and impaired motor performance. The aim of this study was to investigate the effectiveness of game-based intervention on postural control and motor performance in children with intellectual impairment. The population of this study was all of the intellectual impaired girls of Tehran and Mashhad City, and sample consisted of 20 educable intellectual impaired girls, who were healthy physically and voluntarily participated in this research. The subjects were randomly divided into two equal experimental and control groups (n=10). The experimental groups had six weeks of game-based intervention with two sessions per week. During this period, the control group control group engaged in the routine activities of the physical education class. The Timed Up and GO and Stork tests were done as pre-posttest, respectively. Data were analyzed through descriptive and analysis of independent T-test. The findings showed that the implementation of the six-week exercise program led to improvements in static balance (P=0.001) and motor performance (P=0.001) of the participants in the game group compared to the control group. The findings of the study underline the importance of early, structured interventions for children with mild intellectual disabilities, particularly those based on game. Such interventions not only improve motor performance and balance but also contribute to overall physical, cognitive, and social development. Given the positive impact of game-based interventions, they should be integrated into rehabilitation and educational programs for children with intellectual disabilities to support their development and improve their quality of life.