Research pick: Augmenting autism support - "Can autism skip out on augmented reality?"

Augmented reality (AR) technologies are showing significant promise in supporting individuals on the autism spectrum, according to research in the International Journal of Learning and Change. The work shows how immersive digital tools might be used to improve communication, learning, and social interaction. Moreover, this work reveals a shift in how therapeutic support is delivered, so that it moves away from formal clinical spaces and into homes, schools, and other everyday environments.

Augmented reality, a technology that overlays digital content on to the real world through devices like smartphones, tablets, or AR glasses, has integrated into various areas of daily life. It can be used in education, for instance, to help students visualise abstract concepts. In the world of shopping, it even allows consumers to preview products, such as furniture, as they might look in their home or how an outfit might look as if they were wearing it.

Now, this versatile technology is being adapted for autism therapy, offering controlled, interactive environments in which individuals can learn at their own pace. Autism is a developmental condition often marked by diversity in communication, sensory perception, and social interaction. For those on the spectrum, real-world situations can often be overwhelming where loud noises, crowded places, and ambiguous social cues lead to anxiety or discomfort.

AR simulations provide a middle ground where realistic, but controllable experiences can be had. In this world, social skills and behavioural responses might be practised without the unpredictability of live interaction. One example of AR in action might be in emotion recognition.

Using AR, a person with autism might interact with a virtual character that displays a range of facial expressions, learning to identify and respond to emotions, a task that can sometimes be challenging in everyday settings. The AR interactions can be tailored to each person’s progress, creating a responsive learning loop. Unlike conventional therapy sessions, which are often scheduled and structured, AR tools are portable and can be used flexibly, making them especially appealing to families and educators.

Shricharan, M., Raja, S.P. and Arulkumaran, G. (2025) ‘Can autism skip out on augmented reality?’, Int. J. Learning and Change, Vol. 17, No. 2, pp.121–156.