###### Abstract  
Over the past decade, enhanced computing capabilities and mobile technologies have begotten the upsurge of innovative mobile health (mHealth) solutions, and many research efforts have occurred recently in the area of technology-based interventions (TBI) for autism spectrum disorders (ASD). Mobile augmented reality (MAR) refers to AR systems that use the handheld mobile device medium (mobile phones, tablets or smart glasses). This article reports the results of a systematic review undertaken on the use of MAR for ASD-related skills learning from the year 2010. It aims to provide an insight into the current state of research on MAR interventions and to provide guidance to relevant designers and researchers. We searched seven databases and retrieved 625 articles initially. After exclusion and screening, 36 articles were reviewed reporting on using MAR to improve various skills of children and adolescents with ASD, and 10 research questions related to PICO (P: Population, I: Intervention, C: Comparison, O: Outcomes) were addressed. This study identifies challenges that still exist in the research efforts towards the development of applications exploiting the MAR for ASD interventions: technology issues, research design consideration, subjective assessment etc. The studies examined suggest researchers should focus on users and improve the quality of the MAR app. In addition, more effective research methods and evaluation methods could be involved in future studies to facilitate the development of MAR intervention applications. a 2021 10 May 2021 17 May 202  
utilized to help the healthcare industry [8]. In the field of autism rehabilitation, technology-based interventions (TBI) include social robots [9], computer-based interventions [8; 10; 11; 12], VR [13; 14], tablet computers [15], serious games [16; 17] and other TBI interventions [18; 19]. As a new type of human-computer interaction (HCI) technology, augmented reality (AR) has evolved drastically over the years, which can combine real scene information and virtual information to provide rich visual information and diverse interactive experiences [20; 21; 22; 23]. Evidence supports that people with autism are keen to process visual information and use digital devices, and AR provides new ideas for improving their learning experience [24; 25; 26]. Their parents also report that technology, including smartphones and tablets, plays a key role in addressing these behavioral challenges [27; 28]. MAR applications make the treating process more interesting [29; 30; 31; 32; 33] and affect the academic achievement of children with ASD in a positive way [34; 35; 36; 37; 38; 39; 40]. Several literature reviews have been published about the use of augmented reality technologies in interventions with children and adolescents with ASD. [PERSON] et al. have conducted a systematic literature review (SLR) of 16 primary studies on the use of AR for the rehabilitation of people diagnosed with ASD [41]. However, only eight studies on MAR were included. The authors in reference [42] reviewed 10 preliminary studies published from 2012 to 2016 and put forward some suggestions for future development and evaluation. Similarly, there are only six studies of MAR in the collection. In 2018, [PERSON] et al. [43] listed the development and research routes of AR in the field of autism intervention, while the search for literature was inadequate. [PERSON] et al. [44] have conducted an SLR of primary studies published in 2005-2018 on the use of AR to learn different skills for children and adolescents with ASD and proposed the research classification of ASD; however, their study did not address MAR, and the research timeframe needs to be updated. [PERSON] et al. [45] carried out an evaluation of the effectiveness of AR technologies on ASD.