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Objectives:The aim of this study was to evaluate surface roughness and hardness of a nanofiller GIC, a resin-modified GIC, three conventional GICs, and a silver-reinforced GIC.Methods:For each material, 11 spcecimens were prepared and then stored in distilled water at 37 °C for 24 h. The surface roughness of 5 specimens was measured using a surface profilometer before polishing and after polishing with coarse, medium, fine, superfine aluminum oxide abrasive Sof-Lex discs respectively. The hardness of the upper surfaces of the remaining 6 specimens was measured with a Vickers microhardness measuring instrument.Results:All tested GICs showed lower surface roughness values after the polishing procedure. Surface finish of nanofiller GIC was smoother than the other tested GICs after polishing. This was followed by resin-modified GIC, Fuji II LC; then silver-reinforced GIC, Argion Molar, conventional GICs, Aqua Ionofil Plus, Fuji IX, and Ionofil Molar, respectively. The result of the hardness test indicated that the microhardness value of silver-reinforced GIC was greater than that of the other GICs. When the hardness values of all tested GICs were compared, the differences between materials (except Aqua Ionofil Plus with Ionofil Molar and Ketac N100 with Fuji II LC (P>.05)) were found statistically significant (P<.05).Conclusions:According to the results of this study, it can be concluded that the differences in the composition of GICs may affect their surface roughness and hardness.

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Many learners are now quite digitally skilled. However, this does not entail that they know how to learn through digital technologies. Therefore, establishing an interactive virtual learning platform that connects everyone together in a classroom environment and helping learners become familiar with such media might serve a set of purposes in any educational setting. Today, with the advances in web-based learning technologies, a hybrid teaching methodology has become widespread: blended learning. It is a term used to describe the way e-learning is being combined with traditional classroom methods and independent study. Educators design online materials and utilize them in synchronous or asynchronous ways to suit the convenience of learners and instructors and program demands. In this study with a group of intermediate-level English language learners at the School of Foreign Languages of an English-medium state university, the goal was to enhance students' vocabulary learning performance by using synchronous and asynchronous games and activities that will activate and maintain intrinsic motivation in an effort to teach parts of speech and collocations over a period of eight weeks. The data consisted of a survey of students' reflections on their vocabulary learning experiences through digital games and activities. The findings were discussed with respect to the efficiency of incorporating synchronous and asynchronous learning materials.