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Metacognition in Autism Spectrum Disorder: Digital Technologies in Metacognitive Skills Training

Author

Listed:
  • Eleni Mitsea

    (Net Media Lab Mind - Brain R&D IIT - N.C.S.R. "Demokritos", Athens, Greece / University of the Aegean, Information & Communication Systems Engineering Department, Samos, Greece)

  • Athanasios Drigas

    (Net Media Lab Mind - Brain R&D IIT - N.C.S.R. "Demokritos" , Athens, Greece)

  • Charalampos Skianis

    (University of the Aegean, Information & Communication Systems Engineering Department, Samos, Greece)

Abstract

Extensive research has been conducted regarding socio-emotional skills training in autism spectrum disorder (ASD). The latest autism research is now beginning to recognize the role of metacognitive deficits in ASD as well as the importance of metacognitive skills training in autism intervention. The purpose of the current review study is to shed light on the role of metacognition in ASD and identify assistive technologies that may compensate for metacognitive deficits in ASD. Specifically, we examine autism through the lens of the models of metacognition developed by (Drigas and Mitsea, 2020;2021). Following these metacognitive models, we identified digital technologies that have the significant potential to train metacognitive skills in people with ASD. These technologies include, among others,  robotics, virtual reality, mobile applications, digital serious games, coding digital games and robots. This review provides evidence that people with autism face important difficulties in almost all metacognitive domains. It also highlights that digital technologies are effective tools for training metacognitive skills in ASD. This study is one of the few studies that deal with autism as a disorder of metacognition and gives pointers for future experimental research regarding intervention strategies with the assistance of technologies.

Suggested Citation

  • Eleni Mitsea & Athanasios Drigas & Charalampos Skianis, 2022. "Metacognition in Autism Spectrum Disorder: Digital Technologies in Metacognitive Skills Training," Technium Social Sciences Journal, Technium Science, vol. 31(1), pages 153-173, May.
    • Handle: RePEc:tec:journl:v:31:y:2022:i:1:p:153-173
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    References listed on IDEAS

    as
    1. Chara Papoutsi & Irene Chaidi & Athanasios Drigas & Charalabos Skianis & Charalampos Karagiannidis, 2022. "Emotional Intelligence and ICTs for Women and Equality," Technium Social Sciences Journal, Technium Science, vol. 27(1), pages 253-268, January.
    2. Athanasios Drigas & Angeliki Sideraki, 2021. "Emotional Intelligence in Autism," Technium Social Sciences Journal, Technium Science, vol. 26(1), pages 80-92, Decembrie.
    3. Eleni Mitsea & Athanasios Drigas & Charalabos Skianis, 2022. "ICTs and Speed Learning in Special Education: High-Consciousness Training Strategies for High-Capacity Learners through Metacognition Lens," Technium Social Sciences Journal, Technium Science, vol. 27(1), pages 230-252, January.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
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    Cited by:

    1. Karagianni, Eleni, 2022. "The contribution of ICTs to the Down Syndrome Children’s Language and Cognitive Development," Technium Education and Humanities, Technium Science, vol. 2(3), pages 19-40.
    2. Athanasios Drigas & Eleni Mitsea & Charalabos Skianis, 2022. "Virtual Reality and Metacognition Training Techniques for Learning Disabilities," Sustainability, MDPI, vol. 14(16), pages 1-19, August.
    3. repec:thr:techub:v:2:y:2022:i:4:p:51-62 is not listed on IDEAS
    4. repec:thr:techub:10034:y:2022:i:1:p:136-157 is not listed on IDEAS
    5. Papanastasiou, George, 2022. "Serious Games: How do they impact special education needs children," Technium Education and Humanities, Technium Science, vol. 2(3), pages 41-58.
    6. Eleni Mitsea & Athanasios Drigas & Charalampos Skianis, 2022. "Mindfulness Strategies for Metacognitive Skills Training in Special Education: The Role of Virtual Reality," Technium Social Sciences Journal, Technium Science, vol. 35(1), pages 232-262, September.
    7. Victoria Bamicha & Athanasios Drigas, 2022. "ToM & ASD: The interconnection of Theory of Mind with the social-emotional, cognitive development of children with Autism Spectrum Disorder. The use of ICTs as an alternative form of intervention in A," Technium Social Sciences Journal, Technium Science, vol. 33(1), pages 42-72, July.
    8. Eleni Mitsea & Athanasios Drigas & Charalampos Skianis, 2022. "Cutting-Edge Technologies in Breathwork for Learning Disabilities in Special Education," Technium Social Sciences Journal, Technium Science, vol. 34(1), pages 136-157, August.
    9. Kouloumenta, Stavroula, 2022. "The use of Robotics for the Development of Social Skills for Children with ASD," Technium Education and Humanities, Technium Science, vol. 2(4), pages 51-62.
    10. repec:thr:techub:10033:y:2022:i:1:p:42-72 is not listed on IDEAS
    11. repec:thr:techub:10035:y:2022:i:1:p:232-262 is not listed on IDEAS

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    More about this item

    Keywords

    Autism Spectrum Disorder; metacognitive skills; robotics; virtual reality; mobile applications; serious games; coding; self-regulation; self-observation; self-awareness;
    All these keywords.

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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