## 5 Discussion
### Limitations and Future Work  
This study has several limitations that constrain the generalizability of its findings and inform directions for future research. First, the study's small sample size (N = 4) limits the broader applicability of its findings. This design is typical for pilot-stage studies aiming to test usability and acceptance before scaling to larger trials. Future work will incorporate larger samples and repeated sessions to assess generalizability and longitudinal effects. Likewise, according to the studies by [PERSON] et al. (2017) and [PERSON] et al. (2018), neither study achieved the expected positive results. Both studies suggested that the limited length of the sessions might have been a contributing factor to this outcome. Additionally, the sample limited to children diagnosed with Level 1 ASD restricts applicability to the broader spectrum. Children with greater support needs may respond differently to VR-based interventions. Future studies should include a more diverse participant pool across age groups and ASD severity levels to better understand who benefits most and what adaptations may be necessary. Another constraint was the short observation window--teachers had only one week to assess the tool's impact. This brief timeframe likely was not sufficient to observe meaningful changes in behavior or skill development. The one-week implementation period may have been too brief to observe more substantial or lasting changes. Most effective interventions cited in the literature span several months, providing more opportunities for adaptation and growth. Future work should extend the intervention over a longer period--ideally through multi-week curricula with repeated sessions--to better assess sustained engagement and learning outcomes. Another limitation concerns the measurement approach. The custom post-intervention questionnaire used in this study was designed specifically to reflect the VR scenarios and expected social-emotional behaviors, based on teacher input. While it offered valuable context-specific insights, it lacks the psychometric validation of standardized instruments. Future research should consider combining scenario-specific items with validated, theory-based tools to enhance both contextual relevance and measurement reliability. Technical and design limitations impacted usability. Teachers reported slow scene transitions and lack of features to support impulsive users. One student clicked through choices rapidly, reducing the activity's learning value. Future iterations should improve technical performance and add interface features that regulate pacing and support self-regulation, such as locking choices until all options are read or providing adaptive prompts. In light of these limitations, we propose several recommendations for future research and development. Researchers should aim to include larger, more diverse participant groups with a range of autism spectrum levels. Based on our findings and aligned with related research, we recommend implementing VR-based social story interventions over a minimum of four weeks, with two sessions per week, to allow for repetition and gradual skill internalization. Each session should include opportunities for guided reflection, especially in weeks 2 and 3, where prompting students to explain their decisions can support emotional awareness and perspective-taking. To support diverse learner needs, the interface should allow for adjustable pacing, visual supports (e.g., icons or GIFs), and options for emotional cue intensity. A larger-scale pilot could involve 25-30 students across multiple schools, using a structured design with weekly sessions and pre/post evaluations. Such a scheme would allow for analysis of scalability, differentiated outcomes, and longer-term behavioral change, offering evidence to inform classroom integration and policy-level adoption.