Purpose: The purpose of this study was to analyze the components of virtual reality from the point of view of virtual competencies.
Materials and Methods: The method of this research has been selected as a qualitative method, from the type of content analysis, using the deductive categorization system. The present study, as a virtual reality program design model, from the point of view of virtual competencies for all planners and those involved in education and different dimensions of the country, provides the possibility to seriously review the competencies of the people of the country with a new perspective. Have virtual training courses in all courses and most importantly.
Findings: According to the findings, virtual competence was divided into three components: knowledge, attitude and performance. In the component of knowledge (analysis of technical competencies of virtual reality engineering, simulated three-dimensional system, emphasis on exploratory learning, e-learning, interactive learning, potential for scientific and scientific development, unlimited learning, new knowledge in practical potential, systematic learning) And emphasizes the component of attitude (creating personal meaning, developing educational justice, increasing self-confidence and success, the ideal attitude of promoting a sense of competence, technical breadth and dispersion of positive and strong attitude) and in the component of performance (facilitating position recognition, distance education, Communication interaction, computer-based training, design of enriched models, application of special tools, creation of artificial world, creative performance) were clustered.
Conclusion: The results showed that virtual competence had three components of knowledge, attitude and performance.