## 4 Discussion
After the Experimental Teaching of Social Skills Through Virtual Reality (VR), Students' Social Skills Performance in School Life Improved  
This section analyzes the performance of students' social skills in school using the Social Skills Behavior Checklist for Elementary and Junior High School Students (Teacher Version). First, the performance of students' social skills in school is explained based on the ratings given by school teachers as the basis for effectiveness judgment. As shown in Table 7, the 11 students scored an average of 152 points in the pre-test. After completing six VR teaching sessions, the total score was 143 points, indicating a significant decrease in social interference (the higher the score, the more frequent the inappropriate social skills behaviors). Additionally, through the \(t\)-test, as shown in Table 8, it can be seen that all participating students showed significant improvement in social skills performance, indicating that experiencing six VR social interaction courses has a significant benefit on social behavior. The t-value is 2.72, with a significance of 0.022 *. Students' Adaptability to Specific Environments and Self-Care Behaviors Significantly Improved After the Experimental Teaching of Social Skills Through Virtual Reality (VR)  
After the experimental teaching of social skills through VR, students' adaptability to specific environments and self-care behavior improved. This section is based on the Social Skills Effectiveness Opinion Survey filled out by parents, mainly observing changes in students' daily lives after completing six VR teaching sessions. This part is presented using descriptive statistics. Parents observed that the most significant change in students was their adaptability to the environment, with an average score of 4.106. This indicates that through this teaching course, students were better able to learn to adapt and manage their lives in unfamiliar environments. This includes following the rules of the environment, engaging in appropriate activities in suitable settings (such as adhering to classroom rules during discussions, ordering and paying for meals in restaurants, buying tickets for themselves or others at ticket counters, maintaining silence in exhibition spaces, and freely engaging in activities and recreation in parks). This aligns with the immersive nature of the VR environments used in the teaching. Additionally, although there was progress in \"Accommodating with oneself\" and \"Communicating with others\", the improvement was not significant. This may be because parents are not fully aware of how students manage themselves and interact with others outside the home. Therefore, it is recommended that the Social Skills Behavior Checklist for Elementary and Junior High School Students mentioned earlier should be used to observe these aspects. This will help to better understand students' social skills in both home and school settings, gradually piecing together a complete picture of their social interactions. For more details, please refer to Table 6.  
The Content and Teaching Process of This Virtual Reality (VR) Course Is Suitable for Students with Autism as Well as for Typical Students with Social Difficulties  
This section uses a two-way ANOVA mixed design for data analysis. First, the \"social course\" is the within-subjects factor with two levels: \"pre-test and post-test\". The \"student characteristics\" is the between-subjects factor, divided into two levels: \"autism group and typical students with social difficulties group\". Through the univariate analysis of variance with repeated measures of the two factors, the sphericity assumption was first tested, showing a correlation between the two factors. Therefore, the sphericity test could not be performed, and there was no need to adjust the F-value. Then, the variance analysis was conducted, and the results showed a main effect of the social course (F = 6.519, \(p<0.05\)) but no interaction effect between student characteristics and the social course (F = 0.137, \(p=0.72\)).