Author: Jing Luo
Luo, Jing, 2025 Utilising Extended Reality Technologies to Improve Functional Skills among Students on the Autism Spectrum: A Systematic Review, Flinders University, College of Education, Psychology and Social Work
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Functional skills play a crucial role in supporting individuals on the autism spectrum to enhance their independence and overall quality of life. Extended Reality (XR) technologies have been increasingly utilised to support the development of these skills across various settings. This systematic review aims to comprehensively review, analyse, evaluate, and synthesise existing empirical research on the application of XR technologies to improve functional skills among students on the autism spectrum in school settings. To achieve this goal, five research questions (RQ) have been formulated to guide the comprehensive review of this topic. This systematic review follows the updated guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), and the review process was streamlined using Covidence Systematic Review Software. Literature searches were conducted across three databases - Scopus, Web of Science, and ProQuest – with a focus on peer-reviewed journal articles published in English between 2013 and 2024. Inclusion and exclusion criteria were defined using the PICO framework (Population, Intervention, Comparison, Outcomes). A total of 20 studies were included in the review, with most studies focusing on social competence and only two addressing daily living skills. Descriptive synthesis was conducted using bibliometric analysis, descriptive analysis, and thematic analysis to identify patterns and insights across quantitative, qualitative, and mixed-method research. The findings highlighted both opportunities and challenges in implementing XR technologies within school settings. While XR-based interventions demonstrated significant potential in supporting students on the autism spectrum to acquire, to improve, and to retain functional skills, barriers such as technological complexity, technical limitations, dependence on external resources and expertise were also documented. This research provides valuable insights for educators, policymakers, and XR technology developers, contributing to the growing body of knowledge on inclusive education and innovative use of technology. Future studies are recommended to explore cost-effective and user-friendly Extended Reality (XR) technologies using rigorous research design, with a focus on developing hands-on skills for students on the autism spectrum. Incorporating qualitative research methods to examine the perspectives of both educators and students, along with detailed consideration of students’ gender, age, and grade levels, would further enrich understanding and support practical application.
Keywords: extended reality, mixed reality, virtual reality, augmented reality, functional skills, social competence, life skills, students, autism, systematic review
Subject: Education thesis
Thesis type: Masters
Completed: 2025
School: College of Education, Psychology and Social Work
Supervisor: Zamzami Zainuddin