Feasibility of a Hologram-Assisted Dietary Education Intervention Among Children with Autism Spectrum Disorder: A Pre–Post Study

Background: Children with autism spectrum disorder (ASD) experience substantial oral health challenges associated with behavioural, sensory, and dietary factors. Technology-assisted preventive dietary education tailored to neurodiverse learners remains underdeveloped. Aim: Our objectives were to assess the feasibility of a hologram-assisted dietary education intervention among children with ASD, examine preliminary changes in oral health-related dietary classification performance and task-completion time, and assess satisfaction with the classification activity. Methods: A single-group pre–post feasibility study recruited children from schools offering educational inclusion programmes for children with ASD in Al-Ahsa between February and May 2026. Participants completed gamified hologram-based food-classification tasks before and directly after a group hologram-assisted dietary education session. Feasibility indicators were recruitment and paired-assessment completion; satisfaction with the classification activity was also assessed. Preliminary participant-level outcomes were classification score and task-completion time. Results: Of 75 invited children, 40 enrolled (53.3%), and 38 provided valid paired data (95.0%). Mean classification score increased from 9.99 ± 1.94 to 10.71 ± 1.89 (p = 0.011). Mean task-completion time decreased by 19.81 s (95% CI 11.71–27.90; p < 0.001). Satisfaction was high at both assessments (median [IQR], 5 (3–5) versus 5 (4–5); p = 0.004). Conclusions: The findings support the feasibility of delivering hologram-assisted dietary education to participating children with ASD. Dietary classification scores were higher and task-completion time was shorter following the session, while satisfaction with the classification activity remained high. Controlled studies with longer follow-up are needed to assess effectiveness and durability.