SUDSPRITES SPIN
Game Studies Brief
GAME OVERVIEW
In Sudsprite Spin, players take on the roles of six flawed characters—each with unique backgrounds and abilities—who find themselves ensnared in the whimsical world of Latherland. Pulled from their ordinary lives into this chaotic realm, they must gather "socks," which serve as keys to escape, while navigating absurd challenges and managing valuable resources.
The game is structured around a series of days, each divided into three rounds: morning, afternoon, and night. During these rounds, players draw cards, play survival resource cards, and confront Spin Cards that introduce chaos and disruption.
To succeed, players must not only gather the highest total value of resource cards but also resolve any Spin Cards they hold, as failing to do so results in disqualification from earning socks for that day. The game culminates in a humorous yet strategic race for survival, with players vying to escape the clutches of the Sudsprites and ultimately claim victory by collecting the most socks.
Tabletop proposal
The task is about designing an original tabletop game. Students are required to create a gameplay framework based on their research of digital and analogue games. The project involves proposing a unique game system with a visual theme, potentially linked to a specific narrative or genre. Additionally, students will identify research problems, develop questions, and suggest gameplay solutions as they refine their game concept. The process includes proposing a game design, gathering gameplay data, and presenting the rough framework for feedback and critique.
Tabletop Gameplay
In Task 2, students will conduct primary research to gather data that informs their tabletop game design. This involves selecting suitable research methods—such as playtests, observations, interviews, and surveys—and justifying their choices. Students will collect and organize data to support their game development. Weekly tutorials will feature gameplay sessions on Tabletop Simulator, where students will present their progress and record feedback from facilitators. The final submission will consist of a presentation of the collected playtest data and findings.
Final Tabletop Game
In Task 3, students will refine their game design based on insights from Task 2's playtest cycles. This involves analyzing data, developing a rough prototype, and conducting playtests in Weeks 9-11. Final adjustments will be made in Week 12. The project wraps up with a presentation in Week 13, showcasing the game design and playtesting data, followed by the submission of a Game Design Document and prototype in Week 14.
