@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{SitiIradah2011193,
title = {EduTism: An assistive educational system for the treatment of autism children with intelligent approach},
author = {I Siti Iradah and A K Rabiah},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-81255214646&doi=10.1007%2f978-3-642-25200-6_19&partnerID=40&md5=85447136ace048f4543c86a103c8a786},
doi = {10.1007/978-3-642-25200-6_19},
issn = {03029743},
year = {2011},
date = {2011-01-01},
journal = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)},
volume = {7067 LNCS},
number = {PART 2},
pages = {193-204},
abstract = {This paper presents the development of an assistive educational system with intelligent approach which can be a basic electronic training and treatment tool to assist children with high-functioning autism. The plan is to bring these changes through the use of rules based algorithm as an approach to decide which level difficulty of the system should go according to the autism student performance based on the percentage of score. By applying this approach, the system will be able to monitor and analyze the performance of intelligent of autism student's capabilities. The system is capable to control the particular level of the autism students should play. It is capable to replace the teacher's responsibilities in terms of monitoring the student's progress and performance. Testing was conducted in Autism Intervention Programme of The National Autism Society of Malaysia (NASOM) at Malacca branch. Results and findings from this testing support the idea that educational software may be one of an effective and practical tool for teaching academic skills to autism children. Having programssuch asEduTism can improve effectiveness and efficiency of data collection tracking and reporting for the teachers and parents. © 2011 Springer-Verlag.},
note = {cited By 3},
keywords = {Algorithms, Assistive, Autism Intervention, Data Collection, Diseases, E-learning, Education, Educational Software, Educational Systems, High-Functioning Autism, Information Science, Intelligent Approach, Malaysia, Multimedia Systems, Rule Based, Software Testing, Student Performance, Students},
pubstate = {published},
tppubtype = {article}
}