Effects of Augmented and Virtual Reality-Based Interventions on Social Behaviors in Children with ADHD: A Narrative Systematic Review

Hatice Yalçın^*Nilgün Sarp

• Kibris Saglik ve Toplum Bilimleri Universitesi, Güzelyurt, Türkiye

Difficulties in social skills and social behavior are among the core functional impairments experienced by children with Attention Deficit Hyperactivity Disorder (ADHD). In recent years, Augmented Reality (AR) and Virtual Reality (VR) technologies have gained increasing attention as innovative intervention tools to support social development in this population. However, evidence regarding their effectiveness remains fragmented and methodologically heterogeneous. This narrative systematic review aimed to synthesize current empirical evidence on the effects of AR-and VR-based interventions on social skills and social behaviors in children and adolescents with ADHD, with particular attention to intervention characteristics, study designs, and outcome measures. Following PRISMA 2020 guidelines, a comprehensive literature search was conducted across Web of Science, Scopus, ERIC, PsycINFO, and Google Scholar for studies published between 2015 and 2025. Studies were screened using predefined inclusion and exclusion criteria based on the PICO framework. Eligible studies included quantitative experimental or quasi-experimental designs involving children or adolescents diagnosed with ADHD according to recognized diagnostic criteria, AR/VR-based interventions as the primary treatment modality, and standardized quantitative measures of social outcomes. Risk of bias was assessed using appropriate methodological appraisal tools, and findings were synthesized narratively due to substantial heterogeneity across studies. A total of 148 records were identified, of which 28 studies met the inclusion criteria. The included studies demonstrated considerable variability in sample characteristics, intervention duration, technological modality (AR, VR, or hybrid systems), and outcome measures. VR interventions were more frequently studied and showed consistent short-term benefits, while AR-based approaches demonstrated contextualized and ecologically valid applications. Hybrid AR–VR interventions appeared promising in terms of engagement and skill generalization; however, evidence remains limited due to the small number of hybrid studies and heterogeneous study designs. The findings suggest that AR and VR technologies may offer beneficial and engaging tools for supporting social development in children with ADHD. Nevertheless, conclusions regarding the relative effectiveness of specific modalities should be interpreted cautiously, given methodological limitations and variability across studies. Future research should prioritize well-designed randomized controlled trials, standardized outcome measures, and