In recent years, the need to develop innovative educational strategies that address the specific needs of children with Autism Spectrum Disorder (ASD) has become increasingly important. These children often face particular challenges in the domain of executive functions, with working memory standing out as a crucial cognitive process for regulating behaviour, making decisions, and learning effectively. Considering the transformative potential of new technologies, Augmented Reality (AR) has emerged as a promising tool in the educational field, owing to its ability to create interactive environments that enhance learning and attention. This pilot study aims to evaluate the effectiveness of an AR-based intervention in enhancing working memory in two children with ASD, both aged 8. The research employs a quantitative approach with a single-case, quasi-experimental design that includes pretest and posttest evaluations. The sample was intentionally selected in a non-probabilistic manner, ensuring that the participants shared similar characteristics. The BRIEF2® (Behaviour Rating Inventory of Executive Function-2) instrument was used to assess working memory skills. The intervention was conducted in a public school in Alicante, Spain, and consisted of five individual sessions, each lasting 30 minutes. Through a themed narrative titled "Let’s Go to the Zoo", the children engaged in activities that gradually increased cognitive load. These tasks were implemented using AR software that integrated interactive visual and auditory stimuli, which were adapted in real-time to the individual responses of the participants. This level of personalisation helped sustain the children’s motivation and engagement throughout the process. The results obtained from the pre- and post-intervention tests showed a significant improvement in the participants' working memory abilities. Furthermore, the findings highlight AR’s potential as an effective and engaging tool for training executive functions, particularly in children with ASD. Teachers involved in the study also noted that the immersive experience provided by AR significantly enhanced students' motivation and engagement, establishing it as a viable alternative to traditional cognitive training methods. In conclusion, this pilot study demonstrates that AR can positively impact the development of working memory in children with ASD and suggests a promising avenue for future research involving larger populations. The proposed intervention opens new opportunities for the application of innovative technologies in the field of special education.

Keywords: Augmented Reality, Autism Spectrum Disorder, working memory, executive functions.