Aligning XR Research with Autistic Priorities and Lived Experiences: Insights from the Project PHoENIX Study

Matthew Schmidt; Jie Jennifer Lu; Noah Glaser; M Curtis Gluck; Shangman Eunice Li; Yueqi Weng; Rui Tammy Huang

doi:10.1007/s10803-025-07023-3

Aligning XR Research with Autistic Priorities and Lived Experiences: Insights from the Project PHoENIX Study

J Autism Dev Disord. 2025 Oct 24. doi: 10.1007/s10803-025-07023-3. Online ahead of print.

Authors

Matthew Schmidt¹, Jie Jennifer Lu², Noah Glaser³, M Curtis Gluck⁴, Shangman Eunice Li³, Yueqi Weng², Rui Tammy Huang^{4

5}

Affiliations

¹ Department of Workforce Education and Instructional Technology, University of Georgia, Athens, GA, USA. matthew.schmidt@uga.edu.
² Department of Workforce Education and Instructional Technology, University of Georgia, Athens, GA, USA.
³ School of Information Science and Learning Technologies, University of Missouri, Columbia, MO, USA.
⁴ Agronomy Department, University of Florida, Gainesville, FL, USA.
⁵ School of Teaching and Learning, University of Florida, Gainesville, FL, USA.

PMID: 41134474
DOI: 10.1007/s10803-025-07023-3

Abstract

Purpose: The purpose of this study was to address this gap by using a multi-methods focus group approach within Project PHoENIX, an XR environment co-designed with adult autistic participants. The current study explores how autistic participants perceive the potential of XR technologies to amplify their strengths, align with their priorities, and navigate barriers, guided by research questions focused on the adoption, relevance, and empowerment of XR tools for the transition-aged autistic population.

Methods: This study conducted focus group sessions with 12 autistic participants within the PHoENIX XR environment, using structured activities, virtual tours, and interactive tasks to gather data.

Results: Data were analyzed through a three-phase qualitative coding process, revealing two primary categories: Autistic-Centered Considerations and Technology-Centered Considerations. Overarching themes and subthemes were identified that provide nuanced insights into both the needs of transition-aged autistic individuals relative to XR and the affordances and limitations of XR platforms in supporting them.

Conclusion: Findings in this study highlight the potential of XR research to support practical, strengths-based approaches that align with the lived priorities of autistic individuals, ensuring that future interventions are both empowering and inclusive.

Keywords: Adult Transition; Autism; Co-design; Extended Reality (XR); Inclusion; User-Centered Design.