Fuentes Cristina, Gómez Soledad, De Stasio Simona, Berenguer Carmen
Campus Capacitas, Catholic University of Valencia, 46002 Valencia, Spain.
Department of Human Studies, LUMSA University, 00193 Rome, Italy.
Children (Basel). 2025 Apr 10;12(4):493. doi: 10.3390/children12040493.
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.
A comprehensive literature search identified studies published between 2014 and 2024 that assessed AR interventions targeting learning outcomes in individuals with ASD.
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.
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.
背景/目的：增强现实（AR）已成为一种有前景的教育工具，可为自闭症谱系障碍（ASD）患者提供互动且引人入胜的学习体验。虽然AR干预在教育环境中已得到广泛探索，但其对ASD患者学习成果的具体影响仍不明确。本系统综述旨在探讨基于增强现实（AR）的干预措施在改善患有ASD的儿童、青少年和成人的认知和学术技能方面的初步疗效迹象。
全面的文献检索确定了2014年至2024年期间发表的评估针对ASD患者学习成果的AR干预措施的研究。
共有12项研究（9项为单受试者研究），包括123名参与者，符合纳入标准。研究结果表明，AR干预有助于多个学习领域的改善，包括语言习得、阅读理解、数学、科学教育、执行功能和注意力。基于AR的应用在增强参与度、动机和互动学习方面特别有效，解决了ASD患者通常面临的挑战。
研究结果表明，AR可以成为改善ASD患者学习成果的宝贵工具，并有助于特殊需求学生的融入和功能发展。
