Accepted for/Published in: JMIR Serious Games
Date Submitted: Aug 23, 2022
Date Accepted: Aug 8, 2023
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
The Use of Augmented Reality to Teach Social Skills: A Systematic Scoping Review
ABSTRACT
Background:
Augmented Reality (AR) has emerged as a promising technology in educational settings, especially for teaching science. However, apart from applications aimed at the autism spectrum disorder (ASD) population, AR’s potential in social-emotional learning receives less attention.
Objective:
This systematic scoping review aims to map the range and characteristics of AR applications that teach social skills.
Methods:
Two independent researchers screened 2748 records derived from three databases–PubMed, IEEE Explore and ACM Guide to Computing Literature.
Results:
Seventeen records met the inclusion criteria. Ten describe applications for autistic children, primarily teaching about reading emotions in facial expressions. Seven describe applications for a general population, targeting both children and adults, with a diverse range of teaching goals. The methodological quality of evaluation studies was found to be weak.
Conclusions:
The majority of applications are designed to be used alone, even though AR is well-suited to facilitating real-world interactions during a digital experience, including interactions with other people. Future AR applications could therefore endorse social skills in a general population in more complex group settings.
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Copyright
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