Mittmann Gloria, Zehetner Vanessa, Hoehl Stefanie, Schrank Beate, Barnard Adam, Woodcock Kate
Die offene Tür Research Group for Mental Health of Children and Adolescents, Ludwig Boltzmann Society at Karl Landsteiner University of Health Sciences, Krems, Austria.
Research Centre Transitional Psychiatry, Karl Landsteiner University of Health Sciences, Krems, Austria.
JMIR Serious Games. 2023 Sep 20;11:e42117. doi: 10.2196/42117.
Augmented reality (AR) has emerged as a promising technology in educational settings owing to its engaging nature. However, apart from applications aimed at the autism spectrum disorder population, the potential of AR in social-emotional learning has received less attention.
This scoping review aims to map the range of AR applications that improve social skills and map the characteristics of such applications.
In total, 2 independent researchers screened 2748 records derived from 3 databases in December 2021-PubMed, IEEE Xplore, and ACM Guide to Computing Literature. In addition, the reference lists of all the included records and existing reviews were screened. Records that had developed a prototype with the main outcome of improving social skills were included in the scoping review. Included records were narratively described for their content regarding AR and social skills, their target populations, and their outcomes. Evaluation studies were assessed for methodological quality.
A total of 17 records met the inclusion criteria for this study. Overall, 10 records describe applications for children with autism, primarily teaching about reading emotions in facial expressions; 7 records describe applications for a general population, targeting both children and adults, with a diverse range of outcome goals. The methodological quality of evaluation studies was found to be weak.
Most applications are designed to be used alone, although AR is well suited to facilitating real-world interactions during a digital experience, including interactions with other people. Therefore, future AR applications could endorse social skills in a general population in more complex group settings.
增强现实（AR）因其引人入胜的特性，已成为教育领域一项颇具前景的技术。然而，除了针对自闭症谱系障碍人群的应用外，AR在社交情感学习方面的潜力尚未得到足够关注。
本范围综述旨在梳理能够提升社交技能的AR应用范围，并描绘此类应用的特征。
2021年12月，两名独立研究人员对来自3个数据库（PubMed、IEEE Xplore和ACM计算文献指南）的2748条记录进行了筛选。此外，还对所有纳入记录和现有综述的参考文献列表进行了筛选。范围综述纳入了以提升社交技能为主要成果开发出原型的记录。对纳入记录在AR与社交技能方面的内容、目标人群及成果进行了叙述性描述。对评估研究的方法学质量进行了评估。
共有17条记录符合本研究的纳入标准。总体而言，10条记录描述了针对自闭症儿童的应用，主要是教授面部表情中的情绪识别；7条记录描述了针对普通人群（包括儿童和成人）的应用，成果目标多样。评估研究的方法学质量较差。
大多数应用设计为单独使用，尽管AR非常适合在数字体验中促进现实世界的互动，包括与他人的互动。因此，未来的AR应用可以在更复杂的群体环境中提升普通人群的社交技能。
