Public education is an important function of museum. Considering the growing importance of ‘inclusivity’, ‘accessibility’, and ‘diversity’ in museum practice, this study analyses how museum learning can support the individuals with autism to build social relationships from empirical studies. Existing research mainly focuses on physical accessibility, with little attention to how museums affect visitors on the social and psychological levels. This paper aims to fill this gap by analysing empirical studies about technological considerations on positive mediating effect of museum learning on the social skills of persons with autism. Based on the analysis of current empirical studies, the results show that participatory action research (PAR) is the commonly used method. Concerns about museum interventions have centred on collaboration and different cognitive abilities in people with autism, which is also seen as a challenge. Questionnaire survey is used to identify the requirements priority of targeted clients. The findings also show that museum learning is often aimed at enhancing social communication through art therapy, while a limited sample is identified, i.e., focusing on children. The paper provides an overview of the empirical studies and identify the key factors for museums as important public educational institutions to support persons with autism to build the social relationship, contributing to future practices of museum learning for people with special needs, thus helping improve the inclusivity of informal learning environments with advanced technologies.