Background: Nowadays we are facing significant advances in technology. Virtual reality, which is considered as one of these novel technologies, has been entered into many different areas of our lives, from video games to various industrial uses as well as education, travel, healthcare, entertainment and research. Despite the benefits of virtual reality, the attitudes of patients toward using it are still unclear. Therefore, the aim of this study was to design a questionnaire to assess accepting virtual reality technology among patients with mental disorders. Methods: This design and evaluation of tools study was conducted in two phases including design of the questionnaire and evaluating its validity and reliability in 1400. In this study, CVR and CVI coefficients were used to evaluate the content validity and its external reliability was determined using Cronbach's alpha method. Results: In the current study, the content validity index was calculated to be 0. 8, which is an acceptable value for this questionnaire. Also, Cronbach's alpha was calculated to be 0. 7 and the correlation between the questions shown to be acceptable at a significant level of 0. 0001 Conclusions: According to the results, it was found that the questionnaire has high validity and reliability to assess the acceptance of virtual reality technology among patients with mental disorders.

The present study was conducted with the aim of evaluating e-learning courses based on Merrill's first principles of instruction and Keller's motivational design and its correlation with learning progress and satisfaction in higher education. In this correlational research, 546 undergraduate students of Iranian universities participating in e-learning courses were selected as a sample by multi-stage cluster sampling method. The evaluation of the quality of the courses was done using the evaluation tool for effective instruction quality based on first principles of instruction and motivational - volitional design for which the reliability coefficient was 0.79. The learning progress was measured using learning progress scale for which the reliability coefficient was 0.75. The level of satisfaction from the course was measured by course satisfaction scale for which the reliability coefficient was 0.83. The results of correlation tests, analysis of variance and multivariate regression showed a positive and significant correlation between the integration of first principles of instruction and motivational-volitional elements with learning progress and student satisfaction. Meanwhile, the activation, demonstration, integration, problem solving, attention, communication, self-regulation and environmental control principles and elements showed the highest correlation with these variables. In general, the results indicated a significant relationship between first principles of instruction and motivational design with the quality of e-learning courses.

The aim of this study was to understand flipped instructors in Iranian higher education, emphasizing its benefits for learners that instructors face when teaching in flipped classes in a public university. In particular, this study listed the best strategies for implementing flipped classrooms. The present study was a qualitative study in terms of purpose and in terms of research method it was considered qualitative based on interpretive paradigm and with inductive approach. The research tool in this study included a semi-structured interview used to collect information. Thirteen professors who had previously taught in flipped were interviewed. The data were analyzed using content analysis method. The peer review was used to increase the reliability and validity of the analysis. The findings of this study showed several benefits related to the use of flipped teaching method in Iranian higher education including: 1) increasing the quality of learning, 2) strengthening high-level thinking and 3) socializing learners. These findings could potentially be used as a guide for educators who want to use the flipped classroom method to improve their students' learning outcomes.

Educational quality improvement and related standards have been considered widely by all of the countries specially those who are pioneer in this field and in last fifty years.Finding objective criteria to rank universities and supporting them financially is the main Reason of this consideration.To assure the quality of higher education, the accreditation has acted as an accepted approach and a health check.Different countries have selected different models of accreditation on the basis of their organizational and political structure.Using published resources of the last decade, objectives and different models of accreditation specially those in the field of medical education has been explained in this article and the system of accreditation in some countries has been described briefly.