Roleplaying Game

In this project students will work in randomized groups of 4 to create a gm-less roleplaying game that builds off the game engine of the Escape the Dark series of games. The goal of this project is to explore how a game system and textual description can work in tandem to create narrative tension. Although the Escape the Dark games are not quite the “anything can be attempted” style of more traditional tabletop role playing games, students are encouraged to create a wide variety of moments of player choice. Using Escape the Dark Castle as inspiration, students will modify the game, introducing at least one additional system that adds to both the mechanics and narrative of play. One example of this system being extended is within Escape the Dark Sector in which the introduction of gunfire extends the system of the original game. In this project we are tapping into the longer history of the game modification design exercise. As seen during our discussion of the history of role-playing games, one of the ways game designers first begin experimenting with making games is by modifying existing war games. Students will produce completely original character cards, chapter cards, item cards and any additional cards. The artistic design, narrative, and mechanics detailed on these cards with be based in a narrative world that the group will develop collaboratively. Something to keep in mind, Escape the Dark Castle only has around a 50 percent win rate…

A note on AI: Image generators, large language models, or other forms of artificial intelligence are not to be used in the production of this project.

Design Constraints:

  1. Your game will be a modification of the rules of Escape the Dark Castle.
  2. The base game must be extended to include at least one additional system. This additional system should involve the use of additional game pieces such as custom dice or cards. This additional system should be narratively relevant to the game and create a heighted sense of mechanical and narrative tension during play.
  3. One introduction card
  4. Minimum of 6 character cards
  5. Each character has 3 stats (e.g. cunning, wisdom, strength)
  6. Each character has a custom die (or dice)
  7. Minimum of 25 chapter cards with resolvable events
  8. Minimum of 2 challenge cards that act as more intense skill checks at the end of the run.
  9. If a chapter card includes conflict, it should be resolved through the dice rolling mechanic of Escape the Dark Castle and/or through your additional system
  10. Minimum of 30 item cards. All item cards do not need to be unique
  11. A set of custom dice to handle chapter and challenge card conflict
  12. All cards should include unique illustrations for each unique card
  13. A unique theming developed collaboratively as a group. (As an additional constraint, no “college life” narratives)

Group Project

This is a group project and it is up to the discretion of your group on how you would like to split up work. An example might be to have each member focus on a different aspect of the game such as two working on art and design, one working on game design, and one working on narrative. All group members are expected to evenly contribute to the prototype and final project. At the end of the assignment, each group member will provide brief evaluations of their fellow group members. (See the final game rubric below)

Production

Each group will be provided with ~36 blank six-sided dice, ~50 88x125 mm large card sleeves, and ~100 45 by 68 mm small card sleeves. Students can use the large card, and small card illustrator templates to design their cards (highlighted text will link to files). Each card should be designed with art, text, and provide all the relevant information for playing the game. Game cards should include both front and back designs. Dice can be customized with markers, paint, or other materials. Each group should additionally create a rule book for their game. Finalized game cards should be turned in by 3/26 using this link. We will print the cards during class time. The art for your card should illustrate the narrative information or items described on the card. The font choice should be both related to the narrative of your game as well as legible.

Process

You will develop this game over 2+ weeks (with Spring Break in between!) During this period, you will hit certain milestones that will be graded independently from the final project. It is crucial for the development of this project to complete every milestone.

  1. Escape the Dark analysis (5 points, due 3/6 at 11:59 PM).
  2. Role playing game paper prototype (5 points, due for class on 3/10).
  3. Card due on 3/26 before class for printing.
  4. Final Roleplaying game (12.5 points, due for class on 3/31).

Escape the Dark Analysis

Each student will submit a PDF to this link with the following: In 500 to 700 words, analyze either Escape the Dark Castle or Escape the Dark Sector. Analyze how the game system produces the narrative of each game. In other words, how does the description of the world on each card and the interaction between players work with mechanics, choice, complexity, and tension to create an interactive narrative experience. Reference specific cards and moments of play within your analysis.** Please include your name in the submission.**

Rubric:

2-2.5: The student clearly describes the ways in which the game articulates its narrative through the game’s system and player interaction.

0-1.9: The student mostly describes the ways in which the game articulates its narrative through the game’s system and player interaction.

Paper Prototype

Your paper prototype should include at least the minimal number of cards for at least one round of play. You do not need to have all your cards finalized; however, it is a good idea to include cards in which you are unsure how their design will impact play. You should additionally include 4 printed copies of your rule book. These cards do not need to be the final design and instead should only include narrative description and necessary information for the play of your game. These cards do not need to include art. Each group has been provided with a surplus of dice to use for both their final game and paper prototype. For more information on prototyping your game, refer to Chapter 10 of Games, Play, and Design.

Rubric:

4-5: The group made a clear playable prototype that is complete with all pieces and four copies of the game rules.

3-4: The group’s playable prototype is mostly clear; however, parts seem to still be in the “rough draft” stage and were not thought through before creating the prototype.

2-3: The prototype is somewhat playable. Players may be confused by the cards, or all the rule books were not printed.

1-2: The prototype is not very playable. Some of the cards may be missing.

0-1: The prototype is not playable.

Final Game

Your final game will include all your cards, dice, as well as one rule book. Please hold onto your game during the semester! If time is available, we will produce photo documentation for each game and rule book.

Final Rubric

Production (4.25 points)

4-4.25: The group surpassed expectations for production value and demonstrated clear artistic and creative intention in the design choices they made for their project.

3-3.9: The group met expectations for production value and mostly demonstrated clear artistic and creative intention in the design choices they made for their project.

1.1-2.9: The group met minimal expectations for production value and rarely demonstrated clear artistic and creative intention in the design choices they made for their project.

0-1: The group did not meet minimal expectations for production value and did not demonstrate clear artistic and creative intention in the design choices they made for their project.

Game Design and Narrative (4.25 points)

4-4.25: The group surpassed expectations for the project. The additions to the Escape the Dark system added complexity, interesting choices, and deepened the narrative experience of play. The narrative of the game was highly original and intentionally crafted.

3-3.9: The group met expectations for the project. The additions to the Escape the Dark system added some complexity, interesting choices, and mostly deepened the narrative experience of play. The narrative of the game was somewhat original and intentionally crafted.

1.1-2.9: The group was below expectations for the project. The additions to the Escape the Dark system added little complexity and interesting choices, as well as minimally deepened the narrative experience of play. The narrative of the game was not very original or intentionally crafted.

0-1: The group did not meet minimal expectations for the project. The additions to the Escape the Dark system added no complexity, interesting choices, and did not deepen the narrative experience of play. The narrative of the game was neither original nor intentionally crafted.

Peer evaluation (4 points)

4: The group member went above expectations in their contribution to the group. They welcomed and encouraged ideas during the development stage and took on their share of responsibility when producing the game and prototype.

3: The group member met expectations in their contribution to the group. They mostly welcomed and encouraged ideas during the development stage and took on most of their share of responsibility when producing the game and prototype.

2: The group member met below expectations in their contributions to the group. They were less than welcoming when developing and took on less than their share of responsibility when producing their game and prototype.

1: The group member barely contributed to the project. They rarely welcomed and encouraged ideas during development and took on far less than their share of responsibility when producing the game and prototype.

0: The group member did not contribute to any stage of the project.