People with autism spectrum disorder (ASD) tend to enjoy themselves and be engaged when interacting with computers, as these interactions occur in a safe and trustworthy environment. In this paper, we present a systematic literature review on the state of the research on the use of technology to teach people with ASD. We reviewed 94 studies that show how the use of technology in educational contexts helps people with ASD develop several skills, how these approaches consider aspects of user experience, usability and accessibility, and how game elements are used to enrich learning environments. This systematic literature review shows that the development and evaluation of systems and applications for users with ASD is very promising. The use of technological advancements such as virtual agents, artificial intelligence, virtual reality, and augmented reality undoubtedly provides a comfortable environment that promotes constant learning for people with ASD.

Autism Spectrum Disorder (ASD) is a condition characterized by difficulties with social interaction and communication. Studies show that people with ASD tend to enjoy using technology, as it provides them with a safe and trustworthy environment. Evaluating User eXperience (UX) in people with disabilities has been a challenge that studies have addressed in recent times. Several studies have evaluated the usability and UX of systems designed for people with ASD using evaluation methods focused on end users without disabilities. In reviewing studies that evaluate systems designed for people with ASD, considering the characteristics of these users, we discovered a lack of particularized UX models. We present a proposal of nine UX factors for people with ASD based on two approaches: (1) the characteristics, affinities, and needs of people with ASD, and (2) design guidelines and/or recommendations provided in studies on technological systems for people with ASD and/or interventions with these users. The nine UX factors for people with ASD provide a theoretical basis from which to adapt and/or create UX evaluation instruments and methods and to generate recommendations and/or design guidelines that are adequate for this context.

Providing user-friendly software for groups with special needs is crucial. However, there is a lack of specific evaluation methods and techniques adapted to the characteristics and needs of some users, such as those with autism spectrum disorder (ASD). The main objective of this work is to validate a UX evaluation methodology that focuses specifically on the use of systems, products, and services by adults with ASD through a specific use case. This methodology was developed by taking into account the perspectives of UX experts and ASD professionals on the one hand and potential users on the other. It comprises a three-stage validated process based on the UX/ASD model. It focuses on assessing the user experience of systems used by adults with ASD by considering specific tools and techniques for effective evaluation, in contrast to the existing UX methodologies for evaluating software applications for users with ASD that are limited to the use of generic usability analysis tools. The choice of the PlanTEA application is motivated by the fact that it is designed specifically for users with ASD to assist them in their visits to medical centers by planning and anticipating those situations. However, it has not been evaluated from the ASD user experience point of view. Applying this specific methodology for users with ASD has provided significant feedback for improving their satisfaction and perception of PlanTEA before making it available to society. Moreover, the methodology has been proven to be a powerful tool in the whole process of the UX evaluation of PlanTEA, allowing for more comprehensive UX assessments and reporting.

People with Autism Spectrum Disorder (ASD) have an affinity for technology, which is why multiple studies have implemented different technological proposals focused on the development of skills in people with ASD. Studies have evaluated the user experience (UX) and/or usability of their technological proposals through different evaluation methods, so they can be friendly and usable for users with ASD. However, the evaluation methods and instruments used do not consider the specific characteristics and needs of people with ASD, and furthermore, details are lacking in their implementations. To formalize the UX evaluation process, we propose a three-stage methodology to evaluate the UX in systems, products and services used by adults with ASD. The methodology considers in its processes, evaluation methods and instruments the characteristics of people with ASD so that, through the UX evaluation, the satisfaction and perception of these users about the system, product or service evaluated is improved. This proposal has been validated through the opinions of experts with knowledge in UX/Usability and ASD in two instances, which have contributed to specify, restructure, and improve the methodology.