Abstract
Children with an autism spectrum disorder tend to lose focus quickly. The possibility of displaying changeable, three-dimensional environments in virtual reality can increase the user's concentration time due to the stimuli used. Through the use of virtual reality, an individual assistant can be provided for the daily care and encouragement of learning for children with autism spectrum disorders. To investigate the feasibility of a virtual assistant and the acceptability of virtual reality among autistic children, a review of the literature and conducted studies is undertaken. The selection, identification and evaluation of the relevant research results is carried out according to the preferred reporting items of the systemic literature search.
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