RESUMEN
Background: Virtual reality has been a focus of evidence-based studies in educating autistic children for more than a couple of decades. It is suggested that the evolving technology creates a real-world that targets social and life skills training in a very safe, controllable, and repeatable scenario. The development of affordable head-mount displays leads a pivotal role in its wide range acceptability. The paper aims to discuss these concerns in detail. Design/methodology/ approach: Focused on the empirical studies that used VR among children with Autism, a systematic search of the electronic document was done. The literature review identified limited studies in this area characterized byFindings: types of application, individual differences of participants, and the technology implemented. Research limitations/implications: It is essential to have more studies in the educational settings with the use of technology to substantiate the recommendations that could be made on its implementation, results, and reliability.