@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}
}