and Objectives: Today, the presence of computers in training classes has been expanded. Therefore, preparing appropriate software and games as well as conducting research to examine their impact on education and their comparison with the traditional teaching method (face-to-face and PowerPoint) is essential. However, a game-based and a professional software-based teaching method as compared to the traditional teaching method has not been evaluated from the perspective of the students including

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... arious aspects, such as motivation, satisfaction, interaction, pleasure and learning. This study aims at making a comparison between the evaluation of various teaching methods, including game-based , professional software-based , and traditional teaching method. The evaluation of each of these three methods has been conducted from the perspective of the students in one of the courses of the field of Financial Management, using measures such as pleasure and interaction.Methods: First, the theoretical framework and the research hypothesis were determined based on the literature on three teaching methods, including game-based and professional software-based, and traditional teaching methods. The statistical population of this study comprised of 70 individuals who were undergraduate students of the course of technical analysis at the Financial Centre of Iran as well as at the Association of Stock Exchange Brokers. The selection of this course was due to the possibility of running all the three teaching methods in the time period of conducting this research. The evaluation data for each of these teaching methods were gathered, using a separate closed questionnaire (totally 3 questionnaires) with 5-point Likert scale. The questionnaires of the traditional and software teaching methods were distributed after 3 sessions of the classes had passed and the questionnaire of the game-based teaching method was distributed after 14 days of running the game (this was one of the time periods defined in the game). The data we [...]