Table 8.
Related work of using AR with ASD.
| A_ID | Year | Country | Evaluation Time | Intervention | Research Strategy | Methodology | Device Type | Skills Targeted | Limitations |
|---|---|---|---|---|---|---|---|---|---|
| A_1 [78] | 2016 | Taiwan | 4 weeks | Video-modeling storybook | Experiment | Qualitative | Tablets | Facial expressions | A bias in choosing participants in the experiment. |
| A_2 [79] | 2018 | n.d. | n.d. | n.d. | Experiment | Qualitative | Mobile devices | Social communication skills and cognitive skills | They received all 4 applications and their interactions with AR applications were during one day. There are no sound effects. |
| A_3 [80] | 2020 | n.d. | 8 weeks | Social story and sequence learning approach | Experiment | Qualitative | Tablets | Social communication skills | To use the system requires physical community storybooks and script cards |
| A_4 [81] | 2020 | Taiwan | 5 weeks | Visual framework of the concept map (cm) | Experiment | Qualitative | Computers | Social communication skills | There are several physical setup for the training system |
| A_5 [81] | 2020 | Qatar | n.d. | n.d. | Experiment | Qualitative | Mobile devices | cognitive skills | You need a caregiver’s intervention in determining the level of a game based on the individual’s need and level. |
| A_6 [83] | 2020 | n.d. | 7 days | Kinect sensor | Experiment | Qualitative | Computers | n.d. | |
| A_7 [84] | 2015 | Portugal | n.d. | Alternative communication (pecs concept in some stages) and applied behaviour analysis strategies | Experiment | Qualitative | Computers | Social communication skills | The system needs the correct cards to work |
| A_8 [85] | 2019 | n.d. | n.d. | Optical see-through (ost) | Case study | Qualitative | Head-mounted devices | Facial expressions | Occluding real-world objects is not one of the strengths of ost ar displays. The design works better in indoor settings without strong light coming through the headset. Users with different pupil distances might experience differences in the depths of the rendering in 3d space. |
| A_9 [86] | 2015 | Taiwan | 1 month and 2 weeks | A self-facial modeling learning system | Experiment | Qualitative | Computers | Facial expressions | It’s a complicated process while creating 3d characters. The number of participants is small |
| A_10 [87] | 2019 | Taiwan | n.d. | Key partial video with action Auto organizational menu (aom) |
Experiment | Qualitative | Smartphones | Social communication skills | The number of participants is small. The results are unclear The complexity of scanning shapes to represent them with ar |
| A_11 [88] | 2018 | n.d. | n.d. | Books | Case study | Qualitative | n.d. | cognitive skills | The ambiguity of the research methodology It did not clarify what is new in it |
| A_12 [89] | 2020 | n.d. | n.d. | Deep convolutional neural networks | Experiment | Qualitative | Smartphones | Facial expressions | It is impractical in the communication process as users will need to place their phone cameras and point them towards whomever they are talking to. Participant details and duration of the experiment were not shown. |
| A_13 [90] | 2019 | n.d. | n.d. | Discrete trial teaching (dtt) approach | Case study | Qualitative | Smartglasses | Daily living skills | The system has not yet been evaluated to verify the extent to which autistic children acquire certain skills after using the system. |
| A_14 [91] | 2020 | Taiwan | 18-week | n.d. | Experiment | Qualitative | Smartphone | Facial expression | They do not support independence and require a physical therapist for interaction and encouragement processes |
| A_15 [92] | 2018 | n.d. | n.d. | n.d. | Case study | Qualitative | Mobile devices | cognitive skills | There are many technical glitches that make the use of the application restricted with some restrictions |
| A_16 [93] | 2018 | Usa | 3-week | Face2face module | Case study | Qualitative | Smartglasses | Social communication skills | The face2face unit is not a precisely described unit that contains a series of levels and difficulty settings |
| A_17 [94] | 2018 | Taiwan | Four months and two weeks | Concept map (cm) strategy | Experiment | Qualitative | Tablets | Social communication skills | Gestures and facial expressions are not designed for avatar |
| A_18 [95] | 2018 | n.d. | n.d. | StorybookLeap motion controller | Experiment | Qualitative | Computers | Social communication skills | Using computers that require many other devices to read the marker story |
| A_19 [96] | 2020 | Brazil | 3 years | Pecs concept | Experiment | Qualitative | Mobile devices | cognitive skills | No numbers are showing the results of the trial during the intervention phase. |
| A_20 [97] | 2019 | Malaysia | n.d. | Phonetic reading system | Experiment | Qualitative | Mobile devices | cognitive skills | Difficulty scanning the ar marker card due to the vibration of the mobile device or the light |
| A_21 [98] | 2020 | n.d. | n.d. | Kinect skeletal tracking (kst) system | Experiment | Qualitative | Computers | Social communication skills | Animations are animated by coaches in 3d contextual backgrounds on the screen. |
| A_22 [99] | 2020 | n.d. | n.d. | n.d. | Experiment | Qualitative | Mobile devices | cognitive skills | The system was built without the involvement of the autism specialist or caregivers |