JMIR Publications

ABSTRACT

Background:

Augmented Reality (AR) has emerged as a promising technology in educational settings due to its engaging nature. 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 of AR applications that improve social skills, and map characteristics of such applications.

Methods:

Two independent researchers screened 2748 records derived from three databases – PubMed, IEEE Explore and ACM Guide to Computing Literature in December 2021. Additionally, reference lists of all included records and existing reviews were screened. Records that had developed a prototype with the main outcome of improving social skills were included in the scoping review. Included records were narratively described for their content regarding AR and social skills, their target populations and their outcomes. Evaluation studies were assessed for methodological quality.

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 outcome 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.