Augmented reality (AR) provides numerous opportunities for digitally-aided language interventions for autistic children.Educators and researchers have reported a variety of outcomes and insights about the use of AR as an educational and pedagogical tool.The unique advantage of AR suggests that it supports attentional behaviour, fosters emotional and social skills, and improves communication abilities in children with autism.However, the efficacy of this technology for language learning in autistic children has not previously been systematically reviewed.The purpose of this review was to summarise findings on AR-enhanced language learning interventions for autistic children to help guide researchers in future studies.We conducted a systematic literature review, collecting 44 peer-reviewed studies covering different language domains.From there, further analysis identified 13 studies that focused on language acquisition and 31 that focused on language use.Our survey presents an overview of AR research for language learning in autistic children over the last 10 years, providing insights into aspects of language skills, the AR technologies used, research design and strategies, the underlying learning theories and models adopted in the studies, and whether the reported results were accompanied by some form of evaluation.Finally, this review proposes several recommendations for future research.

Augmented Reality has gained popularity among special needs communities. The flexibility and the advanced capabilities of this technology, empowered with AI, are opening new opportunities for further research in the area of digitally-aided language interventions for children with ASD. The goal of this research is to investigate and develop new knowledge tools to support language learning in children with ASD. The research methodology would be both qualitative and quantitative, using interviews, participatory design, and observations. Initially, this project will define the theoretical and existing applications of adaptive AR interventions for children with autism. A preliminary investigation has been conducted, suggesting promising results that can shed a light on the opportunities offered by AR and AI for language learning. In the next phase, we will design and develop a novel adaptive mobile AR application based on activities like workshops and participatory design, followed by systematic empirical evaluations of the proposed solution.