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This research examines the role of Information and Communication Technology (ICT) tools in enhancing the learning and development of children with autism, focusing on their potential applications in the field of human resources. The study evaluates 43 ICT tools, including mobile applications, websites, desktop platforms, augmented reality and virtual reality technologies, to identify features that can support the development of communication, behavioral, and language skills. The key features analyzed include bilingual support, performance tracking, interactive games, ease of navigation, and adaptability. While many tools promise to improve engagement and learning outcomes, the study identifies gaps in affordability, customization, and skill integration. Emerging technologies such as augmented reality (AR), virtual reality (VR), and artificial intelligence (AI) demonstrate the potential to create immersive and engaging environments. However, their long-term impact and practical usability require further exploration. The research also highlights the effectiveness of low-tech and mid-tech solutions, such as visual aids and simple apps, particularly in low-resource settings. It underscores the importance of cultural and linguistic adaptability in the design of inclusive tools. Personalized learning powered by AI is recommended to meet individual needs and preferences, enhancing the relevance and efficacy of the tools. Incorporating insights from parents, educators, and therapists into designing and implementing these tools is crucial for their success. The study advocates for further integration of ICT tools into traditional educational and developmental frameworks, focusing on evaluating their long-term impacts. By addressing existing challenges, this research aims to contribute to developing inclusive and accessible ICT solutions that empower children with autism to reach their full potential and support human resource professionals in creating supportive learning environments (Fletcher-Watson and McConachie in Child Adolesc Psychiat Clin North Am 23(4):729–741 [1]).

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Exploring the Impact of ICT Tools on the Learning and Development of Children with Autism Spectrum Disorder

  • 会议论文

  • 发表日期：

    2025年

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  • Meenakshi Tripathi,
  • Vikas Kumar Jain

摘要

This research examines the role of Information and Communication Technology (ICT) tools in enhancing the learning and development of children with autism, focusing on their potential applications in the field of human resources. The study evaluates 43 ICT tools, including mobile applications, websites, desktop platforms, augmented reality and virtual reality technologies, to identify features that can support the development of communication, behavioral, and language skills. The key features analyzed include bilingual support, performance tracking, interactive games, ease of navigation, and adaptability. While many tools promise to improve engagement and learning outcomes, the study identifies gaps in affordability, customization, and skill integration. Emerging technologies such as augmented reality (AR), virtual reality (VR), and artificial intelligence (AI) demonstrate the potential to create immersive and engaging environments. However, their long-term impact and practical usability require further exploration. The research also highlights the effectiveness of low-tech and mid-tech solutions, such as visual aids and simple apps, particularly in low-resource settings. It underscores the importance of cultural and linguistic adaptability in the design of inclusive tools. Personalized learning powered by AI is recommended to meet individual needs and preferences, enhancing the relevance and efficacy of the tools. Incorporating insights from parents, educators, and therapists into designing and implementing these tools is crucial for their success. The study advocates for further integration of ICT tools into traditional educational and developmental frameworks, focusing on evaluating their long-term impacts. By addressing existing challenges, this research aims to contribute to developing inclusive and accessible ICT solutions that empower children with autism to reach their full potential and support human resource professionals in creating supportive learning environments (Fletcher-Watson and McConachie in Child Adolesc Psychiat Clin North Am 23(4):729–741 [1]).