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University students in Macao are required to attend computer literacy courses to raise their basic skills levels and knowledge as part of their literacy foundation. Still, teachers frequently complain about the weak IT skills of many students, suggesting that most of them may not be benefiting sufficiently from their computer literacy courses. This research proposes an enhanced framework based on constructivist principles by using peer-tutoring to increase cost effectiveness and to improve student outcomes. Essential to this proposed model is the training of former course graduates as peer-instructors to achieve high quality learning results. At Instituto de Formação Turistica (IFT), a case study was used to evaluate its effectiveness using a qualitative analysis. In Macao, most students have a Confucian Heritage Cultural (CHC) background and the current findings demonstrate that students share more easily their learning difficulties within their group as their interpersonal relationships improve. It is suggested that since CHC cooperative learning is primarily based on bonds, students involved in this 'relationship-first, learning-second' type shared a larger amount of knowledge and social skills, a dual positive outcome. Moreover, English language is a major barrier for the understanding of the teacher’s message to Chinese students. Meanwhile, the negative Western concept of plagiarism is replaced, under the CHC, as the ‘face giving’ and it is directly based on the relationship intensity to 'help friends'. At last, peer-tutors play a key role in the student increase internal motivation regarding the joy of the learning process.

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Martins de Abreu, F., & Barbosa, Á. (2017). Creative Engagement: Multimodal digital games in children’s learning environment in Macau S.A.R. Proceedings of the 8th International Conference on Digital Arts, ARTECH2017, 47–54. https://doi.org/10.1145/3106548.3106599

One of the biggest challenges that we have encountered, when trying to encourage digital games in schools, is trying to explain what its benefits are in teaching and learning environments. In this pilot experimental study we explore how multimodal audio and visual games can be used in learning environments for children, specifically by fostering creative behaviors through User-Centered design approaches. To achieve this objective, a framework is being developed with multimodal experiences based on flexible design patterns that exploits basic visual and audio elements, allowing children from three to six years of age to play and learn through fun and subsequently trigger creative behaviors. These studies are making use of tangible objects, digital games and mobile platforms. We are making use of commercial digital games to understand and discuss the affordances of these games in an educational environment and how they support creativity in learning. (Fig.1)

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Estadieu, G., Martins de Abreu, F., & Barbosa, Á. (2017). 3D Printing Objects As Installation Art: Standing Humanity: 3D Yan Character. Proceedings of the 8th International Conference on Digital Arts (ARTECH 217), Proceedings of the 8th International Conference on Digital Arts, 1–7. https://doi.org/10.1145/3106548.3106588

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Pestana, P., Reiss, J., & Barbosa, A. (2015). Cross-Adaptive Polarity Switching Strategies for Optimization of Audio Mixes. Proceedings of the Audio Engineering Society Convention - 138th AES Convention, Warsaw., Proceedings of the Audio Engineering Society Convention - 138th AES Convention, Warsaw.

Cordeiro, J., & Barbosa, A. (2014). Using smartphones as personal monitoring tools for the acoustic environment. Proceedings of Conferencias Y Comunicaciones de Tecnoacustica 2013 - 44o Congreso Espanol de Acustica, Proceedings of Conferencias Y Comunicaciones de Tecnoacustica 2013 - 44o Congreso Espanol de Acustica.

Cordeiro, J., Barbosa, A., Martins, L., & Gomes, J. (2014). The Foundation of Soundscape-Lab in Macau. Proceedings of Conferencias Y Comunicaciones de Tecnoacustica 2014 - 45o Congreso Espanol de Acustica; Murcia, Spain., Proceedings of Conferencias Y Comunicaciones de Tecnoacustica 2014 - 45o Congreso Espanol de Acustica; Murcia, Spain.

Gomes, J., Pinho, N., Lopes, F., Costa, G., Dias, R., & Barbosa, A. (2014). Composing with Soundscapes: an Approach Based on Raw Data Reinterpretation. Proceedings of the Conference on Computation, Communication, Aesthetics and X (XCOAX 2014); Porto, Portugal., Proceedings of the Conference on Computation, Communication, Aesthetics and X (XCOAX 2014); Porto, Portugal.

Barbosa, A., & Cordeiro, J. (2013). Monitoring Temporal Personal Information Regarding Soundscapes and Movement, as a Way to Enhance Social Interactions. Proceedings of the 8th International Workshop on Haptic and Audio Interaction Design (HAID), Proceedings of the 8th International Workshop on Haptic and Audio Interaction Design (HAID).

Barbosa, A., & Martins, L. (2013). NIME Education at the School of Arts of the Portuguese Catholic University / CITAR. Proceedings of the Learning and Teaching in Computing and Engineering (LaTiCE) Conference, Proceedings of the Learning and Teaching in Computing and Engineering (LaTiCE) Conference.