The Effect of Augmented and Virtual Reality-Based Interventions on the Social Behavior of Children with Attention Deficit and Hyperactivity Disorder: A Narrative Systematic Review

Introduction: Deficiencies in social communication and interaction skills in children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) have significant negative impacts on both academic and social adaptation. In recent years, augmented reality (AR) and virtual reality (VR)-based technological interventions have emerged as innovative approaches aimed at improving children’s social skills. This study aims to systematically evaluate the effects of AR and VR-based interventions on social behaviors in children diagnosed with ADHD. Method: Peer-reviewed English-language articles published between 2015 and 2025 were screened, and 28 studies meeting the defined inclusion/exclusion criteria were included in the analysis. The main databases used were Web of Science, Scopus, ERIC, PsycINFO, and Google Scholar, with search consistency verified via the CADIMA software. The reviewed studies included experimental, randomized controlled, pilot, mixed-method, and correlational designs. The interventions encompassed VR-based social skills training, AR-based facial modeling applications, mixed reality games, and metaverse-based interactive platforms. The methodological quality of each study, social development criteria, and risk of bias were systematically reported. Findings: AR and VR-based interventions significantly improved social communication and interaction skills in children diagnosed with ADHD. Notable improvements were observed in maintaining eye contact, initiating interactions, group communication, and recognizing social cues. The interventions also extended attention spans, strengthened executive functions, and improved behaviors such as social problem-solving and turn-taking. Children demonstrated high levels of motivation and engagement in AR/VR environments, and reports from families and teachers confirmed the transfer of these gains to home and school settings. AR applications were effective in skill acquisition within real-world contexts, while VR provided intensive and structured learning. Combined AR+VR interventions offered the most balanced outcomes by integrating the advantages of both approaches. Conclusion: AR and VR-based interventions support the development of social skills in children with ADHD in a multidimensional manner, providing cognitive, behavioral, and motivational gains. However, methodological heterogeneity, limitations in sample sizes, and the lack of long-term follow-ups restrict the generalizability of the findings. Future studies employing standardized protocols and long-term monitoring will more reliably reveal the effects of AR and VR-based interventions on social skill development.