The Effects of Augmented Reality on Social Skills in Children with an Autism Diagnosis: A Preliminary Systematic Review

Augmented Reality and Learning-Cognitive Outcomes in Autism Spectrum Disorder: A Systematic Review

BACKGROUND/OBJECTIVES

Augmented reality (AR) has emerged as a promising educational tool for individuals with autism spectrum disorder (ASD), offering interactive and engaging learning experiences. While AR interventions have been widely explored in educational contexts, their specific impact on learning outcomes in individuals with ASD remains unclear. This systematic review aimed to explore preliminary indications of the efficacy of augmented reality (AR)-based interventions in improving cognitive and academic skills in children, adolescents, and adults with ASD.

METHODS

A comprehensive literature search identified studies published between 2014 and 2024 that assessed AR interventions targeting learning outcomes in individuals with ASD.

RESULTS

A total of 12 studies (9 were single-subject studies), comprising 123 participants, met the inclusion criteria. The findings revealed that AR interventions contributed to improvements in multiple learning domains, including language acquisition, reading comprehension, mathematics, science education, executive functioning, and attention. AR-based applications were particularly effective in enhancing engagement, motivation, and interactive learning, addressing challenges commonly faced by individuals with ASD.

CONCLUSIONS

Findings suggest that AR can be a valuable tool for improving learning outcomes in individuals with ASD, and it could contribute to the inclusion and functional development of students with special needs.

Views on Augmented Reality and Neurodevelopmental Communication Disability: Survey of Parents, Educators, and Health Professionals

PURPOSE

The use of Augmented Reality (AR) in the field of neurodevelopmental communication disability is emergent and under-researched. The views of supporters on the use of AR by children with neurodevelopmental communication disability will help in the design of applications suited to their educational, learning, social, and communication needs.

AIMS

To determine the views of supporters of children with neurodevelopmental communication disability on the use of AR, and facilitators or barriers to its use.

METHODS

We conducted an online survey on the use of AR including categorical and open-ended questions. Data were analyzed using descriptive statistics and content analysis.

RESULTS

In total, 17 health professionals, 12 educators, and 7 parents completed the survey. Participants across groups viewed AR as a potentially helpful technology if sufficient training and technical support were provided. They also considered that financial costs and lack of knowledge could limit AR implementation.

CONCLUSIONS

Supporters of children with developmental communication disability view that AR may be a useful and motivational tool if it is affordable and implemented with training and technical support. Future research should gather the views of children on and experience with AR to further the co-design of AR applications.

The Application of Extended Reality in Treating Children with Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) is a common neurodevelopmental disorder in children, characterized by social interaction, communication difficulties, and repetitive and stereotyped behaviors. Existing intervention methods have limitations, such as requiring long treatment periods and needing to be more convenient to implement. Extended Reality (XR) technology offers a virtual environment to enhance children's social, communication, and self-regulation skills. This paper compares XR theoretical models, application examples, and intervention effects. The study reveals that XR intervention therapy is mainly based on cognitive rehabilitation, teaching, and social-emotional learning theories. It utilizes algorithms, models, artificial intelligence (AI), eye-tracking, and other technologies for interaction, achieving diverse intervention outcomes. Participants showed effective improvement in competency barriers using XR-based multimodal interactive platforms. However, Mixed Reality (MR) technology still requires further development. Future research should explore multimsodal interaction technologies combining XR and AI, optimize models, prioritize the development of MR intervention scenarios, and sustain an optimal intervention level.

Association of ABCA13 Gene Variants with Autism Spectrum Disorder and Other Neuropsychiatric Disorders

Introduction

Autism spectrum disorder (ASD) is a neuropsychiatric disorder characterized by impaired social skills and limited or repetitive behaviors. In this study, we investigated the role of the ABCA13 gene in the etiopathogenesis of ASD.

Methods

Single-nucleotide variants were evaluated in 79 ASD patients (59 males +20 females) with no established genetic etiology associated with ASD using whole-exome sequencing/clinical exome sequencing method. Family segregation analysis was performed using Sanger sequencing. We presented the clinical and genetic findings of these cases and their parents in detail.

Results

We presented 10 different ABCA13 gene variants in cases with ASD and 10 parents carrying the same ABCA13 gene variant. There of these variants were likely pathogenic and seven variants were classified as variant of uncertain significance. Our cases had a comorbidity rate for attention deficit hyperactivity disorder (ADHD) as 70%. Various types of neuropsychiatric symptoms and diagnoses were detected including ADHD, anxiety disorder, intellectual disability, delay in speech, and febrile convulsion among the parents.

Conclusion

To date, very few variants have been reported in the ABCA13 gene. Our findings enrich the role of ABCA13 gene may play a common role in the landscape of neuropsychiatric disorders.