Analysis of Technology Implementation for Autism Education

Abstract

An abstract is often presented separate from the article, so it must be able to Autism, also known as Autism Spectrum Disorder (ASD), is classified as a neurodevelopmental disorder, social communication and social interaction deficits. Children with autism have restricted repetitive behaviours, activities, and narrow interests. ASD also makes it hard for them to imitate, pay attention to the same thing at the same time, understand goals, share feelings, and use language to communicate and play with other people. They are usually in their own world. To assist these children with autism, there are lots of tries to help them ease their daily activities and learning sessions. This paper discusses the implementation and impact of technology for autism in education. The paper review uses the Preferred Reporting Items for Systematic Review (PRISMA) method with a specific keyword, which is “autism robot special education technology”. Our results show that technology can create both enjoyable and challenging learning settings. Most of the technologies are used to assist the learning process. Hence, special education can use technology to help children with autism, such as robots, video, virtual reality, interactive environments, games, and others that impact autism education. The review found that a humanoid robot is the most suitable to assist these children. Some elements and learning styles also have been discovered in this study. These technologies will positively impact children with autism by increasing social communication, cognitive ability, emotional dimensions, and learning environment. This study is limited to three online databases: Scopus, WoS, and IEEE. Future research with a different online database might be advantageous.