Revolutionizing education and therapy for students with autism spectrum disorder: a scoping review of AI-driven tools, technologies, and ethical implications

Abstract

This scoping review aims to update the understanding of AI-driven educational tools for students with autism spectrum disorder (ASD). Following Arksey and O’Malley’s (Int J Soc Res Methodol 8(1):19–32, 2005) five-stage framework, we defined research questions, conducted a comprehensive literature review, selected relevant studies, and qualitatively analyzed the findings. An electronic search in multiple databases using terms related to AI in education and ASD yielded 128 articles. After rigorous screening, 13 studies were selected for data extraction and narrative synthesis. The review highlights the transformative potential of AI in enhancing educational and therapeutic outcomes for students with ASD. AI-driven tools, such as “LIFEisGAME” and “Empower Me,” utilize advanced technologies like facial recognition and augmented reality to improve social and emotional skills. These tools provide real-time feedback, creating interactive and engaging learning environments tailored to individual needs. Additionally, AI applications in speech-generating devices and educational robots like Kaspar and Kiwi have shown promise in developing communication skills and enhancing social interactions. The narrative synthesis revealed key patterns and insights into the effectiveness of AI applications in supporting students with ASD. AI’s ability to analyze behavioral and emotional data provides a holistic understanding of each student, allowing for personalized learning pathways and real-time adaptation of instructional strategies. However, the review also notes significant ethical challenges, including the need for extensive training for educators, data privacy concerns, and potential algorithmic biases. Ensuring the ethical deployment of AI technologies involves addressing these challenges by implementing robust data protection measures, fostering transparency in AI algorithms, and actively mitigating bias. In conclusion, AI has the potential to revolutionize the education and therapy of students with ASD by offering personalized, adaptive, and effective interventions. The implications of this review suggest that to fully harness the potential of AI, future efforts must focus on long-term studies validating AI effectiveness in diverse settings, developing standardized frameworks for ethical AI deployment, and fostering interdisciplinary collaboration. These steps are essential to ensure sustainable, equitable, and impactful integration of AI-driven technologies in educational and therapeutic contexts for students with ASD.