Abstract
The purpose of this systematic review of literature was to synthesize research on interventions that used augmented reality (AR) to teach academic skills to students with autism spectrum disorder (ASD) and intellectual and developmental disabilities (IDD). Eight studies published between 2007 and 2020 were included in the synthesis. These studies targeted mostly literacy (n = 3), science (n = 2), mathematics (n = 2), and collateral academic skills (n = 1). The information regarding participants, the AR-based intervention, and supplemental strategies used with the intervention, skills, and study characteristics were synthesized. We also evaluated the studies for design characteristics and strength of evidence per Reichow et al. (Journal of Autism and Developmental Disorders, 38, 1311–1319, Reichow et al., Journal of Autism and Developmental Disorders 38:1311–1319, 2008) guidelines. The findings suggest that at this time, AR-based interventions do not meet the criteria to be classified as an evidence-based practice to teach academic skills to students with ASD and IDD.
Similar content being viewed by others
References
*Included in the review
*Afrianto, I., Faris, A. F., & Atin, S. (2019). Hijaiyah letter interactive learning for mild mental retardation children using Gillingham method and augmented reality. International Journal of Advanced Computer Science and Applications, 10(6).
Aggarwal, R., & Singhal, A. (2019). Augmented Reality and its effect on our life. 2019 9th International Conference on Cloud Computing, Data Science & Engineering (Confluence) (pp. 510–515). IEEE. https://doi.org/10.1109/confluence.2019.8776989.
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Association.
*Antão, J. Y. F. D. L., Abreu, L. C. D., Barbosa, R. T. D. A., Crocetta, T. B., Guarnieri, R., Massetti, T., Antunes, T. P. C., Tonks, J., & Monteiro, C. B. D. M. (2020). Use of augmented reality with a motion-controlled game utilizing alphabet letters and numbers to improve performance and reaction time skills for people with autism spectrum disorder. Cyberpsychology, Behavior, and Social Networking, 23(1), 16–22.
Baragash, R. S., Al-Samarraie, H., Alzahrani, A. I., & Alfarraj, O. (2020). Augmented reality in special education: A meta-analysis of single-subject design studies. European Journal of Special Needs Education, 35(3), 382–397. https://doi.org/10.1080/08856257.2019.1703548
Baragash, R. S., Al-Samarraie, H., Moody, L., & Zaqout, F. (2020b). Augmented reality and functional skills acquisition among individuals with special needs: A meta-analysis of group design studies. Journal of Special Education Technology. https://doi.org/10.1177/0162643420910413
Berenguer, C., Baixauli, I., Gómez, S., de Andrés, M. E. P., & De Stasio, S. (2020). Exploring the impact of augmented reality in children and adolescents with autism spectrum disorder: A systematic review. International Journal of Environmental Research and Public Health, 17(17), 6143. https://doi.org/10.3390/ijerph17176143
Cakir, R., & Korkmaz, O. (2019). The effectiveness of augmented reality environments on individuals with special education needs. Education and Information Technologies, 24, 1631–1659. https://doi.org/10.1007/s10639-018-9848-6
*Cascales-Martínez, A., Martínez-Segura, M. J., Pérez-López, D., & Contero, M. (2016). Using an augmented reality enhanced tabletop system to promote learning of mathematics A case study with students with special educational needs. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 355–380. https://doi.org/10.12973/eurasia.2017.00621a.
Chapman, M. J., Hare, D. J., Caton, S., Donalds, D., McInnis, E., & Mitchell, D. (2013). The use of mindfulness with people with intellectual disabilities: A systematic review and narrative analysis. Mindfulness, 4(2), 179–189. https://doi.org/10.1007/s12671-013-0197-7
Chang, Y.-J., Kang, Y.-S., & Huang, P.-C. (2013). An augmented reality (AR)-based vocational task prompting system for people with cognitive impairments. Research in Developmental Disabilities, 34, 3049–3056. https://doi.org/10.1016/j.ridd.2013.06.026
Chen, C.-H., Lee, I.-J., & Lin, L.-Y. (2016). Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions. Computers in Human Behavior, 55, 477–485. https://doi.org/10.1016/j.chb.2015.09.033
Courtade, G., Spooner, F., Browder, D., & Jimenez, B. (2012). Seven reasons to promote standards-based instruction for students with severe disabilities: A reply to Ayres, Lowrey, Douglas, & Sievers (2011). Education and Training in Autism and Developmental Disabilities, 47, 3–13.
Ekin, C. C., Cagiltay, K., & Karasu, N. (2018). Usability study of a smart toy on students with intellectual disabilities. Journal of Systems Architecture, 89, 95–102. https://doi.org/10.1016/j.sysarc.2018.08.001
*Escobedo, L., Tentori, M., Quintana, E., Favela, J., & Garcia-Rosas, D. (2014). Using augmented reality to help children with autism stay focused. IEEE Pervasive Computing, 13(1), 38–46. https://doi.org/10.1109/MPRV.2014.19
Gevarter, C., Bryant, D. P., Bryant, B., Watkins, L., Zamora, C., & Sammarco, N. (2016). Mathematics interventions for individuals with autism spectrum disorder: A systematic review. Review Journal of Autism and Developmental Disorders, 3, 224–238. https://doi.org/10.1007/s40489-016-0078-9
Grynszpan, O., Weiss, P. L., Perez-Diaz, F., & Gal, E. (2014). Innovative technology-based interventions for autism spectrum disorders: A meta-analysis. Autism: The International Journal of Research and Practice, 18, 346–61. https://doi.org/10.1177/1362361313476767.
Heng, E., Lanovaz, M. J., & Beauregard, A. (2020). Research on technological interventions for young children with autism spectrum disorders: A scoping review. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-020-00215-w
*Hosseini, E., & Foutohi-Ghazvini, F. (2016). Play therapy in augmented reality children with autism. Journal of Modern Rehabilitation, 110–115.
Hughes, E. M., & Yakubova, G. (2019). Addressing the mathematics gap for students with ASD: An evidence-based systematic review of video-based mathematics interventions. Review Journal of Autism and Developmental Disorders, 6(2), 147–158. https://doi.org/10.1007/s40489-019-00160-3
Kellems, R. O., Cacciatore, G., Hansen, B. D., Sabey, C. V., Bussey, H. C., & Morris, J. R. (2020). Effectiveness of video prompting delivered via augmented reality for teaching transition-related math skills to adults with intellectual disabilities. Journal of Special Education Technology. https://doi.org/10.1177/0162643420916879
Kellems, R. O., Yakubova, G., Morris, J., Wheatley, A., & Chen, B. B. (2021). Using augmented and virtual reality to improve social, vocational, and academic outcomes of students with autism and other developmental disabilities (pp. 164–182). In G. Akcayir & C. D. Epp (Eds.), Designing, deploying, and evaluating virtual and augmented reality in education. IGI Global. https://doi.org/10.4018/978-1-7998-5043-4.ch008.
Khowaja, K., Banire, B., Al-Thani, D., Sqalli, M. T., Aqle, A., Shah, A., & Salim, S. S. (2020). Augmented reality for learning of children and adolescents with autism spectrum disorder (ASD): A systematic review. IEEE Access, 8, 78779–78807. https://doi.org/10.1109/ACCESS.2020.2986608
Köse, H., & Güner-Yildiz, N. (2021). Augmented reality (AR) as a learning material in special needs education. Education and Information Technologies, 26(2), 1921–1936. https://doi.org/10.1007/s10639-020-10326-w
Ledbetter-Cho, K., O’Reilly, M., Lang, R., Watkins, L., & Lim, N. (2018). Meta-analysis of tablet-mediated interventions for teaching academic skills to individuals with autism. Journal of Autism and Developmental Disorders, 48, 3021–3036. https://doi.org/10.1007/s10803-018-3573-2
Lee, I. (2020). Kinect-for-windows with augmented reality in an interactive roleplay system for children with an autism spectrum disorder. Interactive Learning Environments. https://doi.org/10.1080/10494820.2019.1710851
Lin, C.-Y., Chai, H.-C., Wang, J.-Y., Chen, C.-J., Liu, Y.-H., Chen, C.-W., Lin, C.-W., & Huang, Y.-M. (2016). Augmented reality in educational activities for children with disabilities. Displays, 42(51), 54. https://doi.org/10.1016/j.displa.2015.02.004
*Mahayuddin, Z. R., & Mamat, N. (2019). Implementing augmented reality (AR) on phonics-based literacy among children with autism. International Journal on Advanced Science, Engineering and Information Technology, 9(6), 2176–2181. https://doi.org/10.18517/ijaseit.9.6.6833.
McMillan, K., Flood, K., & Glaeser, R. (2017). Virtual reality, augmented reality, mixed reality, and the marine conservation movement. Aquatic Conservation: Marine and Freshwater Ecosystems, 27(S1), 162–168.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. International Journal of Surgery, 8(5), 336–341. https://doi.org/10.1016/j.ijsu.2010.02.007
Ojeda-Castelo, J. J., Piedra-Fernandez, J. A., Iribarne, L., & Bernal-Bravo, C. (2018). KiNEEt: Application for learning and rehabilitation in special educational needs. Multimedia Tools and Applications, 77, 24013–24039. https://doi.org/10.1007/s11042-018-5678-1
Ozonoff, S., & Schetter, P. L. (2007). Executive dysfunction in autism spectrum disorders: From research to practice. In L. Meltzer (Ed.), Understanding executive function: Implications and opportunities for the classroom (pp. 133–160). Guilford Press.
Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38, 1311–1319. https://doi.org/10.1007/s10803-007-0517-7
Reichow B. (2011). Development, procedures, and application of the evaluative method for determining evidence-based practices in autism. In Reichow B., Doehring P., Cicchetti D., Volkmar F. (eds). Evidence-based practices and treatments for children with autism. Springer. https://doi.org/10.1007/978-1-4419-6975-0_2
*Richard, E., Billaudeau, V., Richard, P., & Gaudin, G. (2007, September). Augmented reality for rehabilitation of cognitive disabled children: A preliminary study. In 2007 virtual rehabilitation (pp. 102–108). IEEE. https://doi.org/10.1109/ICVR.2007.4362148.
*Salah, J., Abdennadher, S., & Atef, S. (2017, November). Galaxy shop: Projection-based numeracy game for teenagers with down syndrome. In Joint International Conference on Serious Games (pp. 109–120). Springer. https://doi.org/10.1007/978-3-319-70111-0_10.
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., et al. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.
Vahabzadeh, A., Keshav, N., Abdus-Sabur, R., Huey, K., Liu, R., & Sahin, N. (2018). Improved socio-emotional and behavioral functioning in students with autism following school-based smartglasses intervention Multi-stage feasibility and controlled efficacy study. Behavioral Sciences, 8(10), 85. https://doi.org/10.3390/bs8100085
Wei, X., Christiano, E. R., Yu, J. W., Wagner, M., & Spiker, D. (2015). Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder. Autism, 19, 200–210. https://doi.org/10.1177/1362361313516549
Wendt, O., & Miller, B. (2012). Quality appraisal of single-subject experimental designs: An overview and comparison of different appraisal tools. Education and Treatment of Children, 35(2), 235–268.
Yakubova, G., Hughes, E. M., & Chen, B. B. (2020). Teaching students with ASD to solve fraction computations using a video modeling instructional package.Research in Developmental Disabilities,101, 103637. https://doi.org/10.1016/j.ridd.2020.103637
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The authors declare no competing interests.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Yakubova, G., Defayette, M.A., Chen, B.B. et al. The Use of Augmented Reality Interventions to Provide Academic Instruction for Children with Autism, Intellectual, and Developmental Disabilities: an Evidence-Based Systematic Review. Rev J Autism Dev Disord 10, 113–129 (2023). https://doi.org/10.1007/s40489-021-00287-2
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40489-021-00287-2