Assisting Individuals with Autism and Cognitive Disorders: An Augmented Reality-Based Framework

El-Seoud, Samir Abou; Halabi, Osama; Geroimenko, Vladimir

doi:10.3991/ijoe.v15i04.9835

Cited by 17 publications

(7 citation statements)

References 24 publications

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“…The majority of research conducted was related to improving social communication skills (31%), followed by behavior (11.1%) and learning (11.1%), while the remaining skills are used in two or one study each. There are four studies in which authors have used two or more skills [63,72,80,81]. The studies related to social communication and behavior were briefly described below.…”

Section: Rq4: For What Purposes Have Been Applied the Proposed Technology Solution?mentioning

confidence: 99%

“…The authors developed the Auto Organizational Menu (AOM), which combined augmented reality (AR) with video of key parts with action (KPV) and evaluated it through the observation method. Abou et al [72] developed a framework to support children with ASD and ID study in an enhanced education environment to improve social communication and behavior, while the users of the designed system are parents and teachers, which may reduce the engagement of autistic children. Regarding the skill of behavior, Vahabzadeh et al [57] have investigated the changes in ADHD-related symptoms in children, adolescents, and young adults with ASD immediately after the use of the Empowered Brain system.…”

Section: Rq4: For What Purposes Have Been Applied the Proposed Technology Solution?mentioning

confidence: 99%

“…Table 4 depicts the major outcomes of the primary studies. In total, 22.2% of them reported results of the development of an app, prototype framework and concept, while did not conduct user studies [72,76,[78][79][80]83]. The majority of research (42%, n = 15) shown an improvement of participant's ability and performance.…”

Section: Rq7: What Are the Outcomes Obtained By The Application Of The Proposed Solutions?mentioning

confidence: 99%

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Mobile Augmented Reality Technologies for Autism Spectrum Disorder Interventions: A Systematic Literature Review

Lian

Sunar

2021

Applied Sciences

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Over the past decade, enhanced computing capabilities and mobile technologies have begotten the upsurge of innovative mobile health (mHealth) solutions, and many research efforts have occurred recently in the area of technology-based interventions (TBI) for autism spectrum disorders (ASD). Mobile augmented reality (MAR) refers to AR systems that use the handheld mobile device medium (mobile phones, tablets or smart glasses). This article reports the results of a systematic review undertaken on the use of MAR for ASD-related skills learning from the year 2010. It aims to provide an insight into the current state of research on MAR interventions and to provide guidance to relevant designers and researchers. We searched seven databases and retrieved 625 articles initially. After exclusion and screening, 36 articles were reviewed reporting on using MAR to improve various skills of children and adolescents with ASD, and 10 research questions related to PICO (P: Population, I: Intervention, C: Comparison, O: Outcomes) were addressed. This study identifies challenges that still exist in the research efforts towards the development of applications exploiting the MAR for ASD interventions: technology issues, research design consideration, subjective assessment etc. The studies examined suggest researchers should focus on users and improve the quality of the MAR app. In addition, more effective research methods and evaluation methods could be involved in future studies to facilitate the development of MAR intervention applications.

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Section: Rq4: For What Purposes Have Been Applied the Proposed Technology Solution?mentioning

confidence: 99%

Section: Rq4: For What Purposes Have Been Applied the Proposed Technology Solution?mentioning

confidence: 99%

Section: Rq7: What Are the Outcomes Obtained By The Application Of The Proposed Solutions?mentioning

confidence: 99%

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Mobile Augmented Reality Technologies for Autism Spectrum Disorder Interventions: A Systematic Literature Review

Lian

Sunar

2021

Applied Sciences

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“…Regarding intervention programs, AR has been used to address the treatment of several neurodevelopmental disorders such as ASD. Specifically, in this area, AR has shown some advantages with respect to more traditional interventions, as it allows individuals with ASD to be treated in more ecological and realistic environments that may be manipulated and adapted to the specific and heterogeneous characteristics that children and adolescents with ASD exhibit [ 12 ]. Therefore, this kind of treatment would allow greater ecological validity in controlled environments and the skills learnt would be generalizable to other areas and daily life contexts [ 13 , 14 ].…”

Section: Introductionmentioning

confidence: 99%

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

Berenguer

Baixauli

Gómez

et al. 2020

IJERPH

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Autistic Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by persistent difficulties in communication and social interaction along with a restriction in interests and the presence of repetitive behaviors. The development and use of augmented reality technology for autism has increased in recent years. However, little is known about the impact of these virtual reality technologies on clinical health symptoms. The aim of this systematic review was to investigate the impact of augmented reality through social, cognitive, and behavioral domains in children and adolescents with autism. This study is the first contribution that has carried out an evidence-based systematic review including relevant science databases about the effectiveness of augmented reality-based intervention in ASD. The initial search identified a total of 387 records. After the exclusion of papers that are not research studies and are duplicated articles and after screening the abstract and full text, 20 articles were selected for analysis. The studies examined suggest promising findings about the effectiveness of augmented reality-based treatments for the promotion, support, and protection of health and wellbeing in children and adolescents with autism. Finally, possible directions for future work are discussed.

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“…However, as it is pointed out by Marín-Díaz and Sampedro-Requena (2020), it should be specified that this technology cannot be used in its entirety by those people who present visual, motor or psychological difficulties or who present high abilities, unlike the great viability of this tool with subjects who present ASD. Following Gilabert, Pérez, Lorenzo A., Lledó and Lorenzo G. (2019), numerous studies (El-Seoud, Halabi and Geroimenko, 2019;Vértiz, Pérez, Faustino, Vértiz, and Alain, 2019) show that the use of Augmented Reality is a fundamental tool to improve the understanding of academic interaction with ASD students and provides a new opportunity to address situations of Special Educational Needs that favor learning conditions.…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality in Intervention With People With Autism Spectrum Disorder: Protocol Activities

Cerdá¹,

Albaladejo²,

Vázquez³

et al. 2020

Education and New Developments 2020

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Over the last few years, Augmented Reality (AR) has become one of the newest trends in technology due to its characteristics: ease of access to information on the world's reality and superimposition to the society of digital data in real time. Since the smartphone revolution, virtually everyone uses them continuously in their daily lives. These devices have a processor, GPS, screen, camera, microphone, etc., indispensable tools for AR experiences. Because of this, among other things, AR technology is constantly growing and captures the attention of many users around the world. Various studies show some relevant results in the intervention of Augmented Reality with students presenting with Autism Spectrum Disorder (ASD) in the acquisition of social skills that worked with parents, teachers and peers. Although ASD is highly heterogeneous, both in etiological issues and in the manifestations and evolution of symptoms at different stages of development, expression and presentation according to sex, age or co-morbidities presented; some of the impairments in the social skills of people with ASD have been described in various researches such as, for example, the presence of difficulties in intuitive comprehension in the social situation. Due to this, the objective of the work is to create a protocol of activities using Augmented Reality as a teaching methodology, to learn a specific routine that allows people with ASD, with verbal communicative behaviors and non-verbal communicative behaviors, to improve in the acquisition of communication and response to tasks and routines. The results obtained indicate that this protocol of activities that has been created allows people with ASD to obtain information from the world around them and respond safely to the demands of the environment. In addition, this protocol is characterized by following a favorable learning style for this disorder, as it studies how people with ASD obtain information about their environment.

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Assisting Individuals with Autism and Cognitive Disorders: An Augmented Reality-Based Framework

Cited by 17 publications

References 24 publications

Mobile Augmented Reality Technologies for Autism Spectrum Disorder Interventions: A Systematic Literature Review

Mobile Augmented Reality Technologies for Autism Spectrum Disorder Interventions: A Systematic Literature Review

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

Augmented Reality in Intervention With People With Autism Spectrum Disorder: Protocol Activities

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