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31 Technium Soc. Sci. J. 153 (2022)
Metacognition in Autism Spectrum Disorder: Digital Technologies in Metacognitive Skills Training

handle is hein.journals/techssj31 and id is 153 raw text is: -2 Technium Social Sciences Journal Vol. 31, 153-173, May, 2022 ISSN: 2668-7798 SOCIAL SCIENCES JOURNAL www.techniumscience.com Metacognition in Autism Spectrum Disorder: Digital Technologies in Metacognitive Skills Training Eleni Mitsea, Athanasios Drigas2, Charalampos Skianis3 1 2Net Media Lab Mind - Brain R&D IIT - N.C.S.R. Demokritos, Athens, Greece, '3University of the Aegean, Information & Communication Systems Engineering Department, Samos, Greece e.mitsea@gmail.coml, dr@iit.demokritos.gr2, cskianis@aegean.grf 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. 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 within the educational settings to facilitate students' inclusion. 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 metacognitive intervention strategies with the assistance of technologies. Keywords. Autism Spectrum Disorder, metacognitive skills, robotics, virtual reality, mobile applications, serious games, coding, K-12 education, self-regulation, self-observation, self- awareness, inclusive education 1. Introduction Autism Autism spectrum disorders (ASDs) are complex, pervasive, and multifactorial neurodevelopmental conditions. Diagnostic criteria include impairments in social communication and interaction, and restricted, repetitive patterns of behavior, interests, or activities. Comorbid mental and medical morbidities are commonly described, resulting in heterogeneity (Masi et al., 2017). Comorbid psychopathologies significantly over-represented in ASD include anxiety, depression and mood disorders, oppositional defiant disorder, attention-deficit/ hyperactivity disorder, and intellectual impairments (White et al., 2009; Magnuson & Constantiono, 2011; Masi et al., 2017). 153

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