## 1 Introduction  
According to [PERSON] and [PERSON] [1], Autism Spectrum Disorder (ASD) is a neurodevelopmental condition marked by significant impairments in social communication, interaction, and language skills, alongside the presence of restricted and repetitive behaviors, interests, and activities.  
The updated fifth edition of the Diagnostic and Statistical Manual of Mental Disorders [2] brought about notable revisions to the diagnostic criteria for autism. The previously used term Pervasive Developmental Disorders (PDD) has been replaced with Autism Spectrum Disorder [3]. Significant modifications include the removal of specific diagnostic categories such as Autism, Asperger Syndrome, and PDD-NOS (Pervasive Developmental Disorder-Not Otherwise Specified). Symptoms are now classified into three levels of severity: Level 3, which indicates a need for very substantial support; Level 2, requiring substantial support; and Level 1, where support is necessary. This study investigates a virtual reality-based intervention targeting social and emotional development in childrendiagnosed with Level 1 ASD. The focus on Level 1 autism is intentional, as the project's design and objectives cater specifically to individuals who exhibit higher independence and require minimal support. Level 1 autism, characterized by relatively mild communication and social interaction difficulties, aligns well with the project's aims, facilitating effective implementation and assessment of the intervention. In contrast, children with Level 2 or 3 autism necessitate more intensive and personalized support, which exceeds the project's scope and design.  
Social skills are the ability to interact well with others, including cooperation, sharing, and following rules. They help people work in groups, solve problems, and connect with others. Empathy, or understanding others' feelings, is key. But without ethics, social skills can be misused. Teaching these skills with a moral base early on supports strong relationships later in life [4].  
Communication skills are the ability to send and receive messages clearly through speech, writing, and body language. They include clear speaking, active listening, and using non-verbal cues like gestures and expressions. Focusing too much on technique can make communication feel cold. Balancing clarity with empathy helps create real connection. Strong communication skills support better relationships and success at work [5].  
Emotional skills are the ability to understand and manage your own emotions and others'. They help with stress, relationships, and solving conflicts. While helpful, too much control can cause emotional fatigue. Balancing regulation with honest expressions is key. Emotional intelligence supports both personal and career success [6].  
For the purposes of this study, the term \"social and emotional skills\" refers to two interrelated domains. The first involves social communication abilities such as verbal expression, turn-taking, and appropriate response in social interactions. The second pertains to emotional understanding, including the ability to recognize, interpret, and respond to others' emotional states. These constructs were examined using a combination of teacher observations, a structured interview protocol, and a custom post-session questionnaire assessing observable behaviors and emotional responses during and after the intervention.  
The core outcome of this study is the observation of changes in social communication behaviors and emotional responses following exposure to a VR-based visual novel. These outcomes were assessed through educator observations and structured feedback. The theoretical basis for the intervention draws on experiential learning theory [7], which emphasizes learning through active engagement and reflection, and social learning theory [8], which supports the idea that modeling and role-playing within interactive narratives can enhance social-emotional learning in children with ASD.