People with autism spectrum disorder (ASD) tend to enjoy themselves and be engaged when interacting with computers, as these interactions occur in a safe and trustworthy environment. In this paper, we present a systematic literature review on the state of the research on the use of technology to teach people with ASD. We reviewed 94 studies that show how the use of technology in educational contexts helps people with ASD develop several skills, how these approaches consider aspects of user experience, usability and accessibility, and how game elements are used to enrich learning environments. This systematic literature review shows that the development and evaluation of systems and applications for users with ASD is very promising. The use of technological advancements such as virtual agents, artificial intelligence, virtual reality, and augmented reality undoubtedly provides a comfortable environment that promotes constant learning for people with ASD.

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People with Autism Spectrum Disorder (ASD) have an affinity for technology, which is why multiple studies have implemented different technological proposals focused on the development of skills in people with ASD. Studies have evaluated the user experience (UX) and/or usability of their technological proposals through different evaluation methods, so they can be friendly and usable for users with ASD. However, the evaluation methods and instruments used do not consider the specific characteristics and needs of people with ASD, and furthermore, details are lacking in their implementations. To formalize the UX evaluation process, we propose a three-stage methodology to evaluate the UX in systems, products and services used by adults with ASD. The methodology considers in its processes, evaluation methods and instruments the characteristics of people with ASD so that, through the UX evaluation, the satisfaction and perception of these users about the system, product or service evaluated is improved. This proposal has been validated through the opinions of experts with knowledge in UX/Usability and ASD in two instances, which have contributed to specify, restructure, and improve the methodology.

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