Technological Innovations in Learning for Autism Spectrum Disorder: A Systematic Literature Review
DOI:
https://doi.org/10.33102/jqss.vol10no1.287Keywords:
Autism Spectrum Disorder (ASD), Assistive Technology, Learning EngagementAbstract
Autism Spectrum Disorder (ASD) is a lifelong neurodevelopmental condition that affects social communication, attention, sensory processing and learning participation. These challenges highlight the need for instructional approaches that are structured to the diverse learning profiles of autistic learners. In recent years, technological innovations have been increasingly explored as potential tools to address these educational needs. This systematic literature review synthesises empirical research on the use of technology-based interventions to support learning among students with autism. Guided by the PRISMA framework, relevant studies were identified through searches of Scopus, Web of Science and Google Scholar and analysed using qualitative thematic analysis. The findings indicate that technology-enhanced learning environments can support academic and functional skill development, improve social participation and enhance learner engagement when appropriately implemented. However, the effectiveness and sustainability of technology use are influenced by contextual factors such as teacher readiness, usability and access to resources. Overall, the review highlights the potential of technological innovations to support inclusive and meaningful learning experiences for autistic learners, while emphasising the importance of pedagogical alignment, professional support and context-sensitive implementation in educational practice.
Keywords: Autism Spectrum Disorder (ASD), Assistive Technology, Learning Engagement
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