Page 52 - JCBP-2-4

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

(Figure 4G). The time spent alone playing games unrelated an automatic smile recognition monitor by machine in
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to those proposed online was the least age-dependent, with the future, but at the reference data level, it suggests the
the duration being longer for children between the ages of possibility that the upper-grade children might be satisfied
8 and 10 (Figure 4I). more. 54
4. Discussion The play proposed by the younger children basically
involves actions that involve physical control of real
School attendance, which was taken for granted under space, while the older children do not convey actions
normal circumstances, was prohibited during the that involve physical control of real space as they are, but
COVID-19 pandemic. 44,45 In this situation, communication rather, as in the example of “Bring me something blue
between children, which should be given the highest (3-1-11),” for example, they use online systems and video
priority as a target factor for promoting development, was editing to create new virtual. The higher-order nature of
closed off, and children’s social learning was abnormally extending functions on the space may be a feature. In
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interrupted. 14,15 To restore communication opportunities this participating child, there are differences between male
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for these elementary school children, we attempted a and female participants at older school ages, and there is
play-interaction event using online conferencing. The a bias toward older boys and younger girls, but the age-
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different communities met for the first time with each dependence analysis in Figure 4 has a certain degree of
other, against the backdrop of the different local cultures reliability because it confirms the age-dependence for all
in which they lived; for example, the community in the ages and genders, where the bias is no longer statistically
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suburbs of the Tokyo metropolitan area with many older significant. When others suggested a play, they were
children had already mastered the skills of using the observed to play video games alone, regardless of the
online teleconferencing system and were able to bridge play, and to repeat, perhaps practice, the behavior before
the distance between members in the community divided presenting their own play suggestions, indicating that
by the COVID-19 pandemic. Furthermore, the imagery this more self-directed behavior was age-independent
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and audio of the play introduction video were skillfully (Figure 4I). Its age independence may have suggested, for
edited using Internet applications, as if the negative example, a more self-centered instinctive function that is
social repression of the COVID-19 pandemic might different from the typically developing social function that
have been a springboard for the complementation of the is increasingly learned with age. 57-60
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communication network to promote skill development.
In contrast, there were at least some differences in the The strengths of this study regarding the online mutual
skills for using the teleconferencing system among the complementary intervention for children’s formation of
five communities in this study, and parents voiced some social communication at the early stage of the COVID-19
confusion in the community that consisted mostly of pandemic included five points: (i) the successful
younger children who were not accustomed to using the communication between children meeting for the first time
system. The fact that younger children are more likely over long distances; (ii) the absence of concerns regarding
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to engage in play rather than online (Figure 4H) may be infection or weather, (iii) the mutual learning and thinking
an expression that resolves the confusion for the children. observed among the children; (iv) the ability for parents
Since the suppression of communication within one’s own and children to participate together from their own homes;
community was also considered due to the suppression of and (v) the fact that many participants genuinely enjoyed
communication itself, the activation of communication the experience and expressed a desire for it to be repeated.
within one’s own community, even if not with a different The strengths of this online intervention method include
community online, might be said to have a positive the ability to log and analyze participants’ behavior and
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effect. Furthermore, even in communities unfamiliar the possibility to statistically infer developmental status by
with the online teleconferencing system, the significant entering participants’ age information.
age-dependent increase in viewing time for older Immediately after the event, a survey was conducted
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children (Figure 4C) and conversation time beyond online asking participants about the challenges they faced,
(Figure 4D), which statistically confirmed the high attention and the following issues were answered. From the staff,
span of older children and the transfer of information from one was the need for initial icebreaker activities to help
advanced skill users using the teleconferencing system children get accustomed faster to each other, and another
(Figure 4), was an accomplished finding of this trial. Since was considerations for providing support and shortening
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the duration for looking at the camera accompanied by a the duration for younger children. Older children have
smile was left to subjective identification by the observer, their own issue that they should be more considerate of
it will require a replication quantification technique using younger children. The other comment of ours was the

Volume 2 Issue 4 (2024) 9 doi: 10.36922/jcbp.4221