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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Autism Spectrum Disorder (ASD) is a condition characterized by difficulties with social interaction and communication. Studies show that people with ASD tend to enjoy using technology, as it provides them with a safe and trustworthy environment. Evaluating User eXperience (UX) in people with disabilities has been a challenge that studies have addressed in recent times. Several studies have evaluated the usability and UX of systems designed for people with ASD using evaluation methods focused on end users without disabilities. In reviewing studies that evaluate systems designed for people with ASD, considering the characteristics of these users, we discovered a lack of particularized UX models. We present a proposal of nine UX factors for people with ASD based on two approaches: (1) the characteristics, affinities, and needs of people with ASD, and (2) design guidelines and/or recommendations provided in studies on technological systems for people with ASD and/or interventions with these users. The nine UX factors for people with ASD provide a theoretical basis from which to adapt and/or create UX evaluation instruments and methods and to generate recommendations and/or design guidelines that are adequate for this context.

MicroRNAs play a significant role in the regulation of gene expression in a plethora of eukaryotic systems by binding to complementary regions of specific target mRNAs. To explore the possible changes of microRNA expression induced by zinc deficiency, we compared the global microRNA expression in small intestine of young CD‐1 mice fed either a zinc‐sufficient or zinc‐deficient diet. Microarray analysis revealed up‐regulation of miR‐34a, miR‐1949, miR‐1274a, and miR‐140 in small intestine of zinc deficient mice. Validation study using RT‐PCR showed that zinc deficiency increased miR‐34a expression in small intestine and thymus but did not alter the expression of this microRNA in liver. Moreover, zinc deficiency did not affect the expression of the miR‐34a target SIRT1. The miR‐34 family has been implicated in the p53 tumor suppressor network. Therefore, the up‐regulation of miR‐34a associated with zinc deficiency could be part of an adaptive response to oxidative DNA damage caused by zinc depletion. This project was supported by Florida International University.