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Limited special education and related services are available for children with autism spectrum disorder (ASD) in Macau, especially those who are educated in general education classrooms. No intervention study has been conducted on these children. This study was conducted to explore the relationship between a board game play intervention and board game play behaviors and social communication of children with ASD educated in general education classrooms in Macau. A repeated measures design was used and the results of this study showed the mean occurrence of unprompted board game play behaviors per session during intervention was not significantly different from that during pre- or post-intervention. The mean occurrence of social communication per session during intervention was significantly higher than that during pre- and post-intervention. These findings suggest a positive relationship existed between the board game intervention used in this study and social communication of children with ASD.
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(Un)Directed Reading is an interactive installation (Edmonds, 2010) initially derived from the “Directed Reading” course, which all undergraduate students at the University must take during their final year. In this course, students are assigned different writing exercises and research assignments to open their creative and constructive minds in writing (EdwardsGroves, 2012; McVey, 2008). Every year, at the end of the course and after a selection process, a collection of stories is uploaded to a database of original stories. We then developed an open-source application to print a receipt ticket from a thermal printer with a randomly picked story every time a user pushes a button. An arcade game-style button is installed on a kiosk designed in collaboration with students and set on the university's campus (left photo). The printed receipt presents a short extract of one of the stories and a QR code that links to the full story decorated with illustrations. In a modern society where most of our interactions are audiovisual-based, young generations are less and less encouraged to read and even less to write. By offering a simple kiosk installation with short stories and graphical illustrations, we propose a new interactive interface that can easily engage passers-by to eventually stimulate their reading and creativity. By reading these stories, students, professors, staff, and visitors can be surprised by the talent of our students, as it stimulates students to write new pieces to be selected. The interactive kiosk was accessible to all for a period of 3 months with 23 stories during which we automatically collected some data to use in quantitative analysis. In this first run, we focused on data from the user's interactions such as story printed, story read, date and time. It allowed us to see the ratio between the printed receipt and the actual online reading of a story and more.
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La crisi del Covid-19 ha evidenziato il disagio e il divario sempre più ampio tra ricchi e poveri. La crisi finanziaria del 2007-2009 era già risuonata come un campanello d'allarme sulla necessità di
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Higher Education in Macau has been benefiting from a multi-layered institutional environment under China’s One-Country-Two-Systems. This presentation introduces research and education policies and practices of Macau universities under China’s national plan of the Greater Bay Area development. It aims to demonstrate and analyze how higher education actors collaborate with local and regional governments and industrial sectors in human capital formation and research innovations.
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It has become increasingly clear that the early use of decomposition for addition is associated with later mathematical achievement. This study examined how younger children execute a base-10 decomposition strategy to solve complex arithmetic (e.g. two-digit addition). 24 addition problems in two modalities (WA: Written Arithmetic; OA: Oral Arithmetic) with sums less than 100 were administered to 22 Japanese and 22 Singaporean 6-year-old kindergarteners. Our findings reveal that they were able to solve complex addition. For instance, Japanese kindergarteners tended to solve complex arithmetic using base-10 decomposition across the modality, whereas Singaporean kindergarteners used standard algorithms and basic counting to solve complex WA and OA problems, respectively. We speculate that Japanese kindergarteners might have a clearer understanding of the base-10 concept and were able to use this knowledge more readily than Singaporean kindergarteners. Mathematical experiences in kindergarten and number-naming systems have been put forward as two of the crucial contributors for such cross-cultural differences. This study also provides new directions for future research on the understanding of the base-10 concept and its application among young children.
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People with intellectual disabilities need vocational training and support in order to be able to get into the work market and maintain their workplace. In Macau SAR, China, the vocational training ecosystem still operates in fully classic, in-person, fashion, which means it is susceptible to pandemic situations such as COVID-19. This causes a big disruption to the training when isolation measures are in place. Our goal is to study the introduction of serious games for vocational training of people with disabilities in Macau. This work presents a study to assess the training benefits of serious games and usability factors, understand the acceptability and adoption factors/benefits of serious games for vocational training for people with intellectual disabilities and associated stakeholders in Macau.
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