## 3 Methods
### Data Collection  
Data collection was carried out in a four-phase snowball process between April and October 2024, combining a literature review (1), expert consultations (2), provider search and contact (3), as well as evaluations via software demos (4). (1) The initial phase involved a literature review using Google Scholar with the keywords \"Virtual Reality\" and \"multi-user\" and \"soft skills\". This yielded numerous studies on social skill acquisition through VR, with a primary focus on the technical implementation of VR solutions. The inclusion criteria were that the solution should be based on HMDs, offer a highly realistic virtual environment in terms of surroundings and avatars, and support communication scenarios for social competency development. Given the demonstrated advantages of high-immersive VR, such as increased engagement, cognitive absorption, and enhanced learning outcomes [9; 24], only solutions leveraging advanced HMD technology were considered to ensure an optimal level of immersion for effective training. Our Google Scholar search identified, for example, a review article by [PERSON] and [PERSON] from 2024 [43] on VR content creation for training purposes, which systematically examines various virtual soft skills training providers. These platforms offer interactive, immersive 360\({}^{\circ}\) computer-generated simulations to facilitate skills acquisition. Among the commercial VR providers mentioned were Talespin and PIXO VR. Similarly, [PERSON] et al. [42] explored the potential of social VR in educational contexts, including virtual university campuses, 360\({}^{\circ}\) videos, and rhetorical training in VR. [PERSON] and colleagues utilized Mozilla Hubs as it allows user registration without requiring personal data and supports both web browser and HMD access. Additionally, key criteria for selecting this platform included its capacity to accommodate at least 60 concurrent users and the ability to create custom virtual rooms. Their research also involved comparative testing of platforms such as AltspaceVR, EngageVR, MeetingVR, and Virbela [42]. [PERSON] and [PERSON] [44] developed a VR soft skills training programme using the design software iClone 8. Therefore, they created multiple training scenarios where learners assumed the role of a consultant interacting with a virtual counterpart, which is an NPC following a pre-scripted dialogue. NPC stands for non-player character and refers to avatars in digital games that operate autonomously, controlled by a computer or AI rather than by a human player [45]. (2) Supplementing the literature review, we engaged directly with three experienced researchers who already successfully used VR to acquire social skills in scientific studies [42; 44; 46] to gain insights into their research projects and gather experiential knowledge regarding various VR providers. These discussions with experts followed a structured checklist designed to collect detailed information on the VR applications they utilized. Key inquiries included identifying the developer of the application, determining whether a commercial provider was involved, and assessing the availability of the VR application as an open educational resource (OER). (3) To complement phase 1 and 2, a targeted Google search was conducted to identify additional relevant providers. Search terms such as \"Virtual Reality Training Provider\" and \"Virtual Reality Provider Social Skills Training\" were employed. This process led to the identification of further providers, including WondaVR and Mursion. A detailed examination of their websites was followed by scheduled meetings. These meetings were structured according to a predefined script, beginning with an outline of our specific requirements and expectations regarding a VR solution. The companies were then invited to present their software and demonstrate its potential suitability for our use case in the field of consulting.