پیوندهای مفید
آمار
| تعداد نشریات | 20 |
| تعداد شمارهها | 1,255 |
| تعداد مقالات | 11,437 |
| تعداد مشاهده مقاله | 81,797,626 |
| تعداد دریافت فایل اصل مقاله | 120,948,224 |
Designing for Differences: A Systematic Review of User Interface and User Experience Features in Autism Educational Applications | ||
| Interdisciplinary Journal of Virtual Learning in Medical Sciences | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 10 اسفند 1404 | ||
| نوع مقاله: Review Article | ||
| شناسه دیجیتال (DOI): 10.30476/ijvlms.2026.108916.1357 | ||
| نویسندگان | ||
| Mohaddeseh Khouban؛ Raha Abedi* | ||
| Department of Methods, Educational Planning, and Curriculum, University of Tehran, Tehran, Iran | ||
| چکیده | ||
| Background: Autism Spectrum Disorder (ASD) is among the most common neurodevelopmental conditions and is characterized by difficulties in social interaction, communication, and patterns of behavior. Addressing the varied needs of children with ASD requires careful attention to User Interface (UI) and User Experience (UX) design, as these elements are essential to the effectiveness of educational applications. This study aimed to review and synthesize evidence on UI and UX design features that improve accessibility, engagement, and usability in educational applications for children with ASD. Methods: A comprehensive systematic search was conducted across PubMed, Web of Science, ScienceDirect, IEEE Xplore, ProQuest, Irandoc, Scientific Information Database (SID), and Noor Mags to identify studies published between 2015 and 2025. The review process was reported in accordance with the PRISMA (2020) guidelines. The primary search terms included User Interface, User Experience, Autism Spectrum Disorder, and Educational Application. Studies were considered eligible if they examined UI/UX characteristics within educational or therapeutic applications designed for children with ASD. Following the removal of duplicate records and the application of predefined inclusion and exclusion criteria, 11 studies met the eligibility requirements. The screening was performed independently by the reviewers, and the Mixed Methods Appraisal Tool (MMAT) was used to ensure both relevance and methodological rigor. The findings were synthesized using a qualitative approach. Results: The synthesis identified seven main categories of design principles: Simplicity and Clarity of UI (6 studies), Visual Design (7 studies), Feedback and Support (7 studies), Engagement and Interaction (8 studies), Accessibility (7 studies), User-centered and Dedicated Design for ASD (8 studies), and Technology and System Stability (2 studies). The selected studies included qualitative, quantitative, and mixed-methods designs, with most emphasizing the significance of visual simplicity, user adaptability, and sensory appropriateness. Conclusion: Evidence supports that adherence to these seven UI/UX design principles can improve usability and engagement for children with ASD. However, heterogeneity in methods, small sample sizes, and limited experimental validation restrict generalizability. Further research is recommended to develop evidence-based, adaptive, and user-centered digital learning environments. | ||
تازه های تحقیق | ||
Mohaddeseh Khouban (Google Scholar) Raha Abedi (Google Scholar) | ||
| کلیدواژهها | ||
| Autism Spectrum Disorder؛ Educational Technology؛ Patient Satisfaction؛ User-Computer Interface؛ User Experience | ||
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آمار تعداد مشاهده مقاله: 6 |
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