Augmented Reality for Learning of Children and Adolescents With Autism Spectrum Disorder (ASD): A Systematic Review
This paper presents a systematic review of relevant primary studies on the use of augmented reality (AR) to improve various skills of children and adolescents diagnosed with autism spectrum disorder (ASD) from years 2005 to 2018 inclusive in eight bibliographic databases. This systematic review atte...
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| Format: | Article |
| Language: | English |
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IEEE
2020-01-01
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| Series: | IEEE Access |
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| Online Access: | https://ieeexplore.ieee.org/document/9060971/ |
| _version_ | 1818917546079813632 |
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| author | Kamran Khowaja Bilikis Banire Dena Al-Thani Mohammed Tahri Sqalli Aboubakr Aqle Asadullah Shah Siti Salwah Salim |
| author_facet | Kamran Khowaja Bilikis Banire Dena Al-Thani Mohammed Tahri Sqalli Aboubakr Aqle Asadullah Shah Siti Salwah Salim |
| author_sort | Kamran Khowaja |
| collection | DOAJ |
| description | This paper presents a systematic review of relevant primary studies on the use of augmented reality (AR) to improve various skills of children and adolescents diagnosed with autism spectrum disorder (ASD) from years 2005 to 2018 inclusive in eight bibliographic databases. This systematic review attempts to address eleven specific research questions related to the learing skills, participants, AR technology, research design, data collection methods, settings, evaluation parameters, intervention outcomes, generalization, and maintenance. The social communication skill was the highly targeted skill, and individuals with ASD were part of all the studies. Computer, smartphone, and smartglass are more frequently used technologies. The commonly used research design was pre-test and post-test. Almost all the studies used observation as a data collection method, and classroom environment or controlled research environment were used as a setting of evaluation. Most of the evaluation parameters were human-assisted. The results of the studies show that AR benefited children with ASD in learning skills. The generalization test was conducted in one study only, but the results were not reported. The results of maintenance tests conducted in five studies during a short-term period following the withdrawal of intervention were positive. Although the effect of using AR towards the learning of individuals was positive, given the wide variety of skills targeted in the studies, and the heterogeneity of the participants, a summative conclusion regarding the effectiveness of AR for teaching or learning of skills related to ASD based on the existing literature is not possible. The review also proposes the research taxonomy for ASD. Future research addressing the effectiveness of AR among more participants, different technologies supporting AR for the intervention, generalization, and maintenance of learning skills, and the evaluation in the inslusive classroom environment and other settings is warranted. |
| first_indexed | 2024-12-20T00:35:47Z |
| format | Article |
| id | doaj.art-4811fd34b70141f9992350ca24a82b31 |
| institution | Directory Open Access Journal |
| issn | 2169-3536 |
| language | English |
| last_indexed | 2024-12-20T00:35:47Z |
| publishDate | 2020-01-01 |
| publisher | IEEE |
| record_format | Article |
| series | IEEE Access |
| spelling | doaj.art-4811fd34b70141f9992350ca24a82b312022-12-21T19:59:45ZengIEEEIEEE Access2169-35362020-01-018787797880710.1109/ACCESS.2020.29866089060971Augmented Reality for Learning of Children and Adolescents With Autism Spectrum Disorder (ASD): A Systematic ReviewKamran Khowaja0https://orcid.org/0000-0002-0624-2428Bilikis Banire1Dena Al-Thani2Mohammed Tahri Sqalli3Aboubakr Aqle4https://orcid.org/0000-0002-0593-6364Asadullah Shah5https://orcid.org/0000-0002-9149-328XSiti Salwah Salim6Information and Computing Technology,College of Science and Engineering, Hamad Bin Khalifa University, Doha, QatarInformation and Computing Technology,College of Science and Engineering, Hamad Bin Khalifa University, Doha, QatarInformation and Computing Technology,College of Science and Engineering, Hamad Bin Khalifa University, Doha, QatarInformation and Computing Technology,College of Science and Engineering, Hamad Bin Khalifa University, Doha, QatarInformation and Computing Technology,College of Science and Engineering, Hamad Bin Khalifa University, Doha, QatarDepartment of Information Systems, Kulliyah of Information and Information Technology, International Islamic University Malaysia, Kuala Lumpur, MalaysiaDepartment of Software Engineering, Faculty of Computer Science and Information Technology, University of Malaya, Kuala Lumpur, MalaysiaThis paper presents a systematic review of relevant primary studies on the use of augmented reality (AR) to improve various skills of children and adolescents diagnosed with autism spectrum disorder (ASD) from years 2005 to 2018 inclusive in eight bibliographic databases. This systematic review attempts to address eleven specific research questions related to the learing skills, participants, AR technology, research design, data collection methods, settings, evaluation parameters, intervention outcomes, generalization, and maintenance. The social communication skill was the highly targeted skill, and individuals with ASD were part of all the studies. Computer, smartphone, and smartglass are more frequently used technologies. The commonly used research design was pre-test and post-test. Almost all the studies used observation as a data collection method, and classroom environment or controlled research environment were used as a setting of evaluation. Most of the evaluation parameters were human-assisted. The results of the studies show that AR benefited children with ASD in learning skills. The generalization test was conducted in one study only, but the results were not reported. The results of maintenance tests conducted in five studies during a short-term period following the withdrawal of intervention were positive. Although the effect of using AR towards the learning of individuals was positive, given the wide variety of skills targeted in the studies, and the heterogeneity of the participants, a summative conclusion regarding the effectiveness of AR for teaching or learning of skills related to ASD based on the existing literature is not possible. The review also proposes the research taxonomy for ASD. Future research addressing the effectiveness of AR among more participants, different technologies supporting AR for the intervention, generalization, and maintenance of learning skills, and the evaluation in the inslusive classroom environment and other settings is warranted.https://ieeexplore.ieee.org/document/9060971/Augmented realityautism spectrum disordercomputerdata collectioninterventionmixed reality |
| spellingShingle | Kamran Khowaja Bilikis Banire Dena Al-Thani Mohammed Tahri Sqalli Aboubakr Aqle Asadullah Shah Siti Salwah Salim Augmented Reality for Learning of Children and Adolescents With Autism Spectrum Disorder (ASD): A Systematic Review IEEE Access Augmented reality autism spectrum disorder computer data collection intervention mixed reality |
| title | Augmented Reality for Learning of Children and Adolescents With Autism Spectrum Disorder (ASD): A Systematic Review |
| title_full | Augmented Reality for Learning of Children and Adolescents With Autism Spectrum Disorder (ASD): A Systematic Review |
| title_fullStr | Augmented Reality for Learning of Children and Adolescents With Autism Spectrum Disorder (ASD): A Systematic Review |
| title_full_unstemmed | Augmented Reality for Learning of Children and Adolescents With Autism Spectrum Disorder (ASD): A Systematic Review |
| title_short | Augmented Reality for Learning of Children and Adolescents With Autism Spectrum Disorder (ASD): A Systematic Review |
| title_sort | augmented reality for learning of children and adolescents with autism spectrum disorder asd a systematic review |
| topic | Augmented reality autism spectrum disorder computer data collection intervention mixed reality |
| url | https://ieeexplore.ieee.org/document/9060971/ |
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