@article{Khowaja202078779,
title = {Augmented reality for learning of children and adolescents with autism spectrum disorder (ASD): A systematic review},
author = {K Khowaja and B Banire and D Al-Thani and M T Sqalli and A Aqle and A Shah and S S Salim},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084863534&doi=10.1109%2fACCESS.2020.2986608&partnerID=40&md5=266b4a1de057baa6582f13eb62483811},
doi = {10.1109/ACCESS.2020.2986608},
issn = {21693536},
year = {2020},
date = {2020-01-01},
journal = {IEEE Access},
volume = {8},
pages = {78779-78807},
publisher = {Institute of Electrical and Electronics Engineers Inc.},
abstract = {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. © 2013 IEEE.},
note = {cited By 0},
keywords = {Adolescent, Augmented Reality, Autism Spectrum Disorders, Bibliographic Database, Children, Classroom Environment, Data Acquisition, Data Collection, Diseases, Evaluation Parameters, Information Services, Maintenance, Parameter Estimation, Research, Social Communications},
pubstate = {published},
tppubtype = {article}
}

@article{Min201841,
title = {Integration of digital social story intervention into differentiated instruction framework},
author = {W K Min and L B Theng},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056467196&doi=10.3233%2fjid-2017-0008&partnerID=40&md5=fdc3f6472d188fb0fc7b949800a99b4d},
doi = {10.3233/jid-2017-0008},
issn = {10920617},
year = {2018},
date = {2018-01-01},
journal = {Journal of Integrated Design and Process Science},
volume = {21},
number = {4},
pages = {41-56},
publisher = {IOS Press},
abstract = {Social communication impairment is pervasive among children diagnosed with Autism Spectrum Disorder (ASD) and participating in the respective community as a full-fledge member requires positive social behaviours. To help these children acquire acceptable social behaviours, social story approach as an eminent social skills intervention technique makes use of engaging and relevant social stories. Though reported effective, not all social stories created are equally effective for all children in addition to a significant amount of human intervention this approach requires and teacher/ caretaker's difficulties in providing full-individualized attention. This study investigated how digital social stories intervention augmented with differentiated instructions could help overcome these drawbacks while supplementing the social communication needs of the children with ASD. The results of this study were positive and the proposed approach was effective in improving social behaviours of the children with ASD. © 2017 - IOS Press and the authors. All rights reserved.},
note = {cited By 1},
keywords = {Autism Spectrum Disorders, Differentiated Instruction, Diseases, E-learning, Human Intervention, Social behaviour, Social Communications, Social Skills, Social Stories, Social Story Interventions, Teaching},
pubstate = {published},
tppubtype = {article}
}

@article{Azahari2017391,
title = {User experience of autism social-aid among autistic children: AUTISM social aid application},
author = {I N N A Azahari and W F Wan Ahmad and A S Hashim and Z Jamaludin},
editor = {Robinson Smeaton Terutoshi Badioze Zaman Jaafar Mohamad Ali P A F T H A N Shih T.K. Velastin S.},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85035144320&doi=10.1007%2f978-3-319-70010-6_36&partnerID=40&md5=be011b83ad6f806d1c23182f1e9250a2},
doi = {10.1007/978-3-319-70010-6_36},
issn = {03029743},
year = {2017},
date = {2017-01-01},
journal = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)},
volume = {10645 LNCS},
pages = {391-397},
publisher = {Springer Verlag},
abstract = {Autism is a developmental disability that influences a significant number of daily skills, which includes social, communication and behavioural challenges. Technology has proven as one of the prompt intermediation and efficient educational method that leads to infinite improvement especially for children. Autistic children seem to have difficulties in communication and social skills and as a result of this need their teachers and parents’ support with their social interaction. Numerous educational practices and approaches have been carried out in order to assist as well as develop these children. This paper presents the results of user experience testing of Autism Social-Aid mobile application to children with autism. The session was conducted to children with medium functioning Autism Spectrum Disorder, from two different age groups that include 5–14 years old and 14–18 years old. The children’s reactions were observed and scored by a moderator. Results have shown that majority of the children with autism are more confident and satisfied when using the application. The application does need to be improved in ways that could capture the child’s attention towards the mobile activities. © Springer International Publishing AG 2017.},
note = {cited By 0},
keywords = {Autism Spectrum Disorders, Autistic Children, Children with Autism, Developmental Disorders, Diseases, Education, Mobile Applications, Mobile Computing, Mobile Telecommunication Systems, Social Communications, Social Interactions, Teaching, User Experience},
pubstate = {published},
tppubtype = {article}
}