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Updated: Jul 16, 2025

Usability Evaluation of Augmented Reality: A Neuro-Information-Systems Study

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Published on: November 30, 2022

Using Augmented Reality Toward Improving Social Skills: Scoping Review.

Gloria Mittmann^1,2, Vanessa Zehetner¹, Stefanie Hoehl³

¹Die offene Tür Research Group for Mental Health of Children and Adolescents, Ludwig Boltzmann Society at Karl Landsteiner University of Health Sciences, Krems, Austria.

JMIR Serious Games

|September 20, 2023

Summary

Augmented reality (AR) shows potential for social-emotional learning, but most applications focus on autism spectrum disorder. Future AR tools could enhance social skills in diverse group settings for broader populations.

Keywords:

autism spectrum disorder communication cooperation mobile phone serious games social learning virtual reality

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Area of Science:

Educational Technology
Human-Computer Interaction
Psychology

Background:

Augmented reality (AR) is a promising educational technology due to its engaging nature.
Its application in social-emotional learning remains underexplored, particularly outside of autism spectrum disorder (ASD) interventions.

Purpose of the Study:

To conduct a scoping review of AR applications designed to improve social skills.
To characterize the features and target populations of these AR applications.

Main Methods:

A systematic search of PubMed, IEEE Xplore, and ACM Guide to Computing Literature was performed.
17 records detailing AR prototypes for social skill enhancement were included and analyzed.
Evaluation studies were assessed for methodological rigor.

Main Results:

Most AR applications (10/17) target children with autism spectrum disorder, focusing on emotion recognition.
Seven applications cater to a general population, with varied social skill outcome goals.
The methodological quality of the evaluated studies was generally weak.

Conclusions:

Current AR applications for social skills often lack real-world interaction components.
Future AR development should focus on facilitating group interactions for broader social-emotional learning in general populations.