Stepping into Virtual School: a pilot study of VR-based social skills training (SST) integrating emotion- and knowledge-based approaches

Abstract

Social Skills Training (SST) is widely used to improve social functioning, but more research is needed on specific training components to maximize its effectiveness. Recent VR-based SST programs have primarily focused on knowledge transfer, lacking a comprehensive approach. This pilot study examined the feasibility of Virtual School, a newly developed VR-based SST program that integrates both knowledge- and emotion-based strategies. Thirty-one non-clinical children and adolescents participated in three training modules targeting empathy, social communication, and anger control. Self-evaluations were obtained using a Visual Analogue Scale (VAS) embedded in the VR environment before and after each module. The program showed acceptable usability and engagement, and partial support was found for the concurrent validity of the VAS. Preliminary outcomes indicated significant improvements in social communication and anger control, with the greatest gains in anger control, whereas the empathy module did not show significant changes. These findings underscore the feasibility and potential of the VR-based SST program in enhancing social skills by combining knowledge- and emotion-based strategies. VR technology allows realistic simulations of social environments and emotion elicitation, supporting more effective social skills training. Further research with larger samples, improved assessment methods, and advanced program versions is recommended to strengthen evidence of effectiveness and broaden generalizability.