## 4 Results
### Educators' Perspectives and Technology Acceptance (RQ3)  
Table 3 clearly highlights that a key positive finding was that three out of four teachers were willing to use similar VR tools in the future. [PERSON]'s teacher was especially enthusiastic, noting how appealing the visual content was for autistic learners. One teacher explained that children with autism respond well to images and minimal text, which aligns with research supporting visual strategies in ASD education. Teachers highlighted the engaging visual nature of the VR novel as a major advantage for students with ASD. The rich graphical environment and minimal text--for example, the colorful 3D scenes and cartoon characters shown in Figure 1--were seen as well-suited to the needs of autistic learners. They noted that many children with ASD are visual learners and respond better to images or cues than to lengthy verbal explanations. The VR story's format, which combined simple language with interactive visuals, helped maintain the students' focus and motivation. Teachers also valued the controlled, safe environment of the VR application, commenting that it allowed students to practice social situations (like greeting a friend or sharing) without the stress of real-life consequences. They felt this engaged yet structured setting could encourage children to work on social-emotional skills more willingly. Alongside their positive feedback, teachers identified a few practical challenges and suggestions to improve the VR tool. One commonly mentioned issue was the pacing of the game. In its current form, the transition between scenes or the appearance of new content was somewhat slow. Two teachers noted that this slow image loading disrupted the flow of the session; students would have to wait for the next scene or choice to appear, which occasionally caused them to lose interest or become impatient. In one notable case, a student began selecting answers impulsively due to the pacing and possibly the child's own impulsiveness. This student consistently chose the first available response option before hearing all the narrative options or awaiting the full scenario. Even when the teacher prompted the child to listen to all choices, the student often continued to click quickly through the options, seemingly misunderstanding the task or simply eager to progress. As a result, this student frequently encountered the game's corrective feedback (losing a heart life for an inappropriate choice), but the immediate penalty did not deter the impulsive \begin{table}
\begin{tabular}{c c c} \hline \hline
**Special Needs** & **Do You Plan to Continue Using** & \\
**Teacher** & **Virtual Reality Visual Novels or** & **Do You Have Any Suggestions for Improving the** \\  & **Similar Technologies in the Future** & **Virtual Reality Experience for Children with Autism?** \\  & **for Teaching Children with Autism?** & \\ \hline [PERSON]’s Teacher & Definitely & The virtual reality tool was very informative and fun for the student. So I wouldn’t change anything. \\ [PERSON]’s Teacher & Probably & No Change \\ [PERSON]’s Teacher & Probably & No Change \\  & & If possible, the options could be accompanied by corresponding icons or GIFs, in order to maximize the autonomy of students who do not understand the meaning of words and primarily respond to visual stimuli. \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Teacher feedback on future use and suggested improvements. behavior. This behavior led to some frustration and diminished the educational value for that child, as he was not fully processing the social decision-making aspect. Additionally, that same student at times disengaged from the activity, requiring the teacher's intervention to refocus his attention on the VR scenario. Such observations underline the need for more adaptable pacing or guidance within the game for learners who struggle with self-regulation.