How are Autistic People Involved in the Design of Extended Reality Technologies? A Systematic Literature Review.

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Nigel Newbutt, Noah Glaser, Marc Sonley Francois, Matthew Schmidt, Sue Cobb
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Abstract

The primary aim of this systematic review is to investigate the inclusion of autistic individuals in the design process of immersive technologies. This study follows the preferred reporting items for systematic reviews and meta-analyses standards for systematic literature reviews. To ensure the research questions and subsequent stages of the review incorporate pertinent parameters, the problem, interest, context framework has also been employed. Findings highlight that, while early proponents of immersive technology emphasized the importance of user involvement in design of new technology, immaturity of the technology often limited the implementation of direct user input to the design process. Nonetheless, analysis of the literature published between 2002-2022 identified 20 studies in which substantial influence of autistic individuals and stakeholders was found in the design process of immersive technologies. The roles of autistic individuals varied from active co-designers and co-creators to essential contributors in refining prototypes and providing critical feedback, ensuring the final products align with their needs and preferences. Results underscore the need to align research and design of immersive technologies more closely with the priorities and preferences of autistic individuals. Further is needed regarding actively involving autistic individuals in the design and implementation of immersive technology applications. On this basis, we maintain that more inclusive and effective deployment of immersive technologies is needed in order to ensure that resultant technologies are fit for purpose and address the actual needs of the autistic community.

Abstract Image

自闭症患者如何参与扩展现实技术的设计?系统性文献综述。
本系统综述的主要目的是调查在沉浸式技术的设计过程中是否纳入了自闭症患者。本研究遵循系统性文献综述的首选报告项目和荟萃分析标准。为确保研究问题和后续阶段的综述包含相关参数,还采用了问题、兴趣、背景框架。研究结果突出表明,虽然身临其境技术的早期支持者强调用户参与新技术设计的重要性,但技术的不成熟往往限制了用户直接参与设计过程的实施。尽管如此,对 2002-2022 年间发表的文献进行分析后发现,在 20 项研究中,自闭症患者和利益相关者对身临其境技术的设计过程产生了重大影响。自闭症患者的角色各不相同,有的是积极的共同设计者和共同创造者,有的则是完善原型和提供关键反馈的重要贡献者,以确保最终产品符合他们的需求和偏好。研究结果突出表明,有必要使沉浸式技术的研究和设计与自闭症患者的优先事项和偏好更加紧密地结合起来。还需要进一步让自闭症患者积极参与身临其境技术应用的设计和实施。在此基础上,我们认为需要更加包容和有效地部署身临其境技术,以确保所产生的技术符合目的并满足自闭症群体的实际需求。
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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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