The aim of the present study was to compare academic vitality and self-directed learning with different methods of virtual education (online, offline, and television) among male junior high school students in Hamadan city. Therefore, a causal-comparative research method was used. The statistical population included all male junior high school students in District 1 of Hamadan city in the academic year 1404-1405. Among them, 210 people were selected using the stratified random sampling method. Data were collected using academic vitality and self-directed learning questionnaires. One-way analysis of variance and Scheffe post hoc test were used to analyze the data. The findings showed that there is a significant difference in academic vitality between students undergoing virtual education in online, offline, and television methods; so that the level of academic vitality in students who benefited from online education was significantly higher than that of students undergoing offline and television education. The results also showed that there was a significant difference between the groups in terms of self-directed learning, and the level of self-directed learning was higher in students under offline and television education than in students under online education. However, no significant difference was observed between the two offline and television groups in the variables of academic vitality and self-directed learning. Based on the findings, it can be concluded that the type of virtual education platform is associated with different patterns of students' academic performance.Keywords: ademic Vitality, Academic Self-Regulation, Virtual Learning, Male Students, Lower Secondary Education, Hamadan City.