Augmented Reality Plus Concept Map Technique to Teach Children with ASD to Use Social Cues When Meeting and Greeting

Exploring the Impact of Augmented Reality in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review

“…This review analyzed and selected twenty studies [ 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 ]. Thirteen were single subject designs [ 24 , 26 , 27 , 28 , 30 , 31 , 32 , 36 , 37 , 38 , 39 , 40 , 41 ]. Five of them were multiple baseline design [ 24 , 26 , 27 , 31 , 32 ], and seven were group design studies [ 25 , 29 , 33 , 34 , 35 , 42 , 43 ].…”

“…Thirteen were single subject designs [ 24 , 26 , 27 , 28 , 30 , 31 , 32 , 36 , 37 , 38 , 39 , 40 , 41 ]. Five of them were multiple baseline design [ 24 , 26 , 27 , 31 , 32 ], and seven were group design studies [ 25 , 29 , 33 , 34 , 35 , 42 , 43 ]. The total number of participants among all the analyzed studies was 247, and 168 were children and adolescents with ASD.…”

“…Regarding the gender of the sample, the total percentage of males was 65.8%. Furthermore, fifteen studies reported a clinical sample with an IQ > 70 [ 24 , 25 , 26 , 27 , 29 , 30 , 31 , 32 , 36 , 37 , 38 , 39 , 40 , 42 , 43 ], three studies reported a clinical sample with a low IQ (<70) [ 28 , 33 , 34 ], and two studies did not specify the IQ of the ASD participants [ 35 , 41 ]. All studies analyzed included augmented reality in their intervention process.…”

“…In the study by Antao et al [ 29 ], the intervention consisted of using a computer game (“MoviLetrando”) that uses the concept of projection-based AR with a webcam and created mirror images so that participants could see themselves on the screen. The studies by Lee et al [ 31 ] and Lee et al [ 32 ] used two different computer simulation programs: Concept mapping (CM) training system and Kinect Skeletal Tracking (KST) system, respectively. CM was design with AR interactive technology to teach children with ASD how to better comprehend social relations and to learn appropriate greeting responses.…”

“…The main focus of most of the studies was on social interaction abilities ( n = 11, 55%), including social communication, social interaction tasks, motivation, or social engagement, with promising outcomes [ 30 , 31 , 32 , 34 , 35 , 36 , 38 , 39 , 40 , 41 , 42 ]. A total of three studies (15%) aimed to improve attention skills (selective and sustained attention, and reaction time) [ 28 , 29 , 37 ].…”