Page 49 - JCBP-2-4

Journal of Clinical and
Basic Psychosomatics A hackathon of cooperative play over 1000 km

of the task, such as “something golden or slippery,” were
suggested. As a result, all the children who watched the
play suggestions joined the game.

3.1.12. Werewolf game (11-year-old boy)
The rules and flow of the game were as follows: in a village,
werewolves disguised as villagers are eating villagers one by
one at night. There must be at least three villagers and one
fortune teller. The victory condition for the village team is to
kill all the werewolves. Another team has two werewolves,
and the victory condition is that both teams have the same
number of werewolves. The person with the most votes at
noon is eliminated. At night, the werewolves discuss and
decide who will be eaten. The soothsayer can ask the position
of a living person. This process is repeated. The chat and
breakout room of the teleconferencing system were used.
Only the older children in the upper grades participated.
3.2. Play ideas presented by parents
Two games were introduced by two different parents.
Figure 3 shows the games proposed and the number of
children participating and actually joining.

3.2.1. Funny face in stocking
A parent put a stocking over her head and pulled the
stocking with the child, showing “a funny face” and
laughing at each other. A boy in the upper grade was
amused and tried the same game.
Figure 2. The flowchart of the multi-participant collaborative
transformation process from a blank sheet of paper in real space to a 3.2.2. Quiz
shared whiteboard in virtual space The quiz is given a portion of a dictionary semantic
sentence and asks what the word is. Example: In the case
drawing a “Word-Chain game,” but screen sharing did not of the question, “What is a sweet pastry baked with flour,
work for some communities, so it was changed to sharing eggs, and sugar?” The answer is “cake.” One boy in the
in the chat. Since some people did not know how to play upper grades answered the quiz.
the game through chat, it was confirmed that only two
participants understood each other. 3.3. Age dependency analysis of time by eight
behavior types
3.1.10. Beautiful ice-making (9-year-old girl) Based on the observation of each 5-s unit of the recorded

She showed how to collect colorful beads, buttons, flowers video during the event, Table 2 summarizes the total
from the garden, and other pretty things found around recorded time data for each type of behavior in 15 children.
the house, put them in a glass cup, pour water into it, and These children’s duration data were analyzed for age
freeze them in the freezer to make beautiful ice. dependence using a linear approximation equation based

3.1.11. Bring me something (14-year-old boy) on Pearson’s product-moment correlation coefficient and
its probability in a scatterplot with the horizontal axis, age
The display was set up in a gallery view where all participants (y), and the vertical axis, time (s) (Figure 4).
could see each other’s actions on the screen through a
teleconferencing system. A game was introduced: “Bring Linear regression and Pearson product-moment
the blue object into the room,” and the first person to correlation coefficients, intercepts, and probabilities <0.05
bring it back wins. Everyone went for the blue object at the were visualized as significant with red fonts and asterisks.
same time, and when they brought it back, it was shown The results showed that the total participation time
to the other participants on the camera. Other variations (Figure 4A), the willingness to join the proposed play

Volume 2 Issue 4 (2024) 6 doi: 10.36922/jcbp.4221