## 5 Discussion
### Limitations and Implications  
Several limitations must be acknowledged. First, we focused exclusively on commercially available software and did not systematically assess open-source solutions or institution-specific custom developments. Second, our focus on specific technologies and scenarios may not be representative of the broader VR market. Third, our article does not contain a systematic review of the relevant literature, nor can we make realistic predictions beyond the year 2024. Fourth, our evaluation centred on functional features and did not include empirical testing of learning effectiveness, user experience, or long-term educational outcomes. The findings thus offer a descriptive overview rather than an effectiveness assessment. Fifth, our initial exploratory search primarily relied on Google Scholar. Therefore, we acknowledge the limitations of this approach and recommend future studies include systematic searches in scientific databases such as IEEE Xplore, Scopus, and ScienceDirect to broaden the scope and validity of the findings. Our goal in this paper wasnot to provide an exhaustive review, but rather to map out key commercially available VR providers relevant for social skills training from a practitioner-oriented perspective.  
Despite some methodological weaknesses, we would like to emphasize the strengths of our comparative overview by offering valuable insights for educators and researchers seeking to implement VR-based social skills training. Understanding the trade-offs between scripted NPCs, AI-driven systems, and social VR environments can inform decision-making regarding learning objectives, learner autonomy, and technological feasibility. By highlighting the diversity of available solutions, this article helps bridge the gap between technical innovation and pedagogical applicability using immersive VR technology.  
We are currently observing a remarkable trend, namely the increasing use of AI in VR learning applications, with many providers already incorporating AI-powered tools into their platforms. Although AI-driven dialogues with NPCs are not yet available from every provider, AI functionalities are already being integrated to evaluate training sessions and provide users with feedback. It is likely that AI will become an even more integral part of VR in education soon, enabling more personalized and adaptive learning experiences.  
In conclusion, our article aims to provide a starting point for researchers and practitioners. By offering a concise and accessible overview of the current state of VR providers in education, we hope to facilitate the process of selecting and implementing VR software and to encourage practitioners to explore the many benefits of VR in education.  
Conceptualization, D.E. and M.M.; methodology, D.E. and M.M.; formal analysis, D.E.; investigation, D.E. and B.S.; writing--original draft preparation, D.E. and M.M.; writing--review and editing, D.E., M.M. and B.S.; visualization, D.E. and B.S.; project administration, M.M. All authors have read and agreed to the published version of the manuscript.  
This research was funded by Stiftung Innovation in der Hochschullehre (project name: VR-Hybrid, grant number: FR-124/2023).  
Data Availability Statement: Data is contained within the article.  
The authors declare no conflicts of interest.