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The study refers to the social aspect of Autism Spectrum Disorder (ASD) and focuses on pro‐social behaviour that has a positive effect on social adaptability. The first goal of the study was to determine whether there is a gap in prosocial‐behaviour between children with High‐Functioning ASD (HFASD) and children with typical‐development; and secondly, to foster prosocial‐behaviour with a computer‐mediated intervention versus a non‐computer‐mediated intervention. The study comprises 58 preschool children, divided into three groups: HFASD experiencing a computer‐mediated intervention, HFASD experiencing a non‐computer‐mediated intervention, and typically‐developing children with no intervention. The 2‐month intervention was based on the Cognitive Behavioural Therapy model, and pairs of children learned how to solve social‐problems. Following preliminary screening tests (PPVT; SCQ), observations designed to evaluate prosocial‐ability and Vineland questionnaires measuring prosocial‐behaviour were conducted pre‐ and post‐intervention. Pre‐intervention findings indicated that children with typical‐development exhibited higher prosocial‐behaviour than children with HFASD. This changed however, post‐intervention, as the gap between the two groups decreased. Additionally, the study found that the computer‐mediated intervention group improved in some prosocial measures compared to the non‐computer‐mediated intervention. Lay Description: What is currently known about the subject matter?: Prosocial behaviour is the ability to channel positive feelings/behaviours towards others for their benefit.It contributes to social acceptance, psychosocial adjustment, and academic achievement.Studies point to difficulties in prosocial ability among children with Autism.There is a positive impact of assistive‐technologies on children with Autism, especially in early childhood. What the paper adds to this?: We compared computer‐mediated prosocial intervention to non‐computer‐mediated intervention.Post intervention, the prosocial ability gap between typically developed children and children with Autism decrease.Comparing the two interventions yield that the computer‐mediated intervention led to a more significant improvement. Implications of study findings for practitioners: The study highlights the effectiveness of using computers in working with young children with Autism.An effective computer‐moderated therapy could help these children progress in prosocial ability.Developing prosocial ability may contribute to the children' social status, self‐image, and other areas. [ABSTRACT FROM AUTHOR]

Background: During the COVID‐19 pandemic, online learning has played an increasingly crucial role in the educational system. Academic dishonesty (AD) in online learning is a challenging problem that represents a complex psychological and social phenomenon for learners. However, there is a lack of comprehensive and systematic reviews of AD in online learning environments. Objectives: This study presents a systematic study of AD in online learning environments to delineate its trends and uncover potential areas for further research. Methods: We conducted this review based on various sources of evidence‐based research and followed the guidelines of the PRISMA statement and procedure for selection. After the exclusion criteria were employed, 59 eligible articles were selected and then analysed in a descriptive overview. Two frameworks were identified in the structured content analysis to analyse these articles. One was the framework of Gilbert's Behaviour Engineering Model (BEM), and the other was the types of interventions for online AD, where 36 articles were analysed. Results and Conclusions: The descriptive results showed that most studies used quantitative methods and focused on students. The analysis results of influencing factors under the BEM framework showed that the category of environment support and tools accounts for the largest proportion. And the types of interventions for online AD we classified include individual AD & high technological complexity, individual AD & low technological complexity, collective AD & high technological complexity, and collective AD & low technological complexity. These findings provide a comprehensive understanding and guidance of AD in the online environment for relevant managers, designers and developers. Lay Description: 1. Systematic review of academic dishonesty in online learning environments. 2. To review followed the PRISMA procedure for selecting 59 eligible articles. 3. Factors influencing AD behaviour in online learning under the BEM framework. 4. To explore the types of interventions for AD in online environments. [ABSTRACT FROM AUTHOR]