La realidad aumentada en la intervención del alumnado con trastorno del espectro autista a través de la producción científica

In the educational field, the so-called traditional methods are being replaced by otherteaching and learning processes in order to improve the academic performance of the students. In this line, one of the methods that is best responding to the demands of education is the introduction of Information and Communication Technologies.Over the last few decades, Augmented Reality, also known as AR, is one of the newest trends in technology. This protagonism is increasingly relevant in different areas of knowledge. AR is an interactive system whose purpose is to access information on the world’s reality and make digital data available to society in real time. In short, it involves creating a fictitious image, a 3D model, texts or any other type of information generated from a processor. Focusing the theme on the educational field, and more specifically in the context of the therapeutic pedagogy classroom and the specific educational support needs, the use of ICT began with great force due to the emergence of some very effective materials such as the digital whiteboard. However, after a few years, it has appeared new Information and Communication Technologies whose didactics improve teaching. There is no doubt that AR is an essential tool in the classroom since it supports two of the key pillars in education: motivation and learning. On the other hand, due to the increase of students with Autism Spectrum Disorder (ASD) and taking into account its high heterogeneity, both in etiological issues and in the manifestations and evolution of symptoms, there is a notorious difficulty to succeed in educational interventions. It is complicated to define which method is the most appropriate and therefore, the one that strengthens social skills, communication and sensorimotor development. In this sense, this study aims to review the state of scientific production on Augmented Reality in the intervention of students with ASD. In order to achieve this goal, we have worked with the Web of Science (WOS) obtaining a sample of articles that were analysed according to a series of bibliometric indicators (number of publications per year, number of citations per year...). The results obtained indicated a significant increase in production, the main production period being between 2015 and 2018, and the period with the highest scientific citation being between 2016 and 2018. This fact shows the benefits of the use of AR in students with ASD and, therefore, the need to investigate in this field. This work is part of the research line of the research group of the University of Alicante IncluTic (VIRGROB-321).