BOARD #153: Work in Progress: Designing a Role Playing Game for an Astrobiology Course

Abstract

Role-playing games (RPGs) have long captivated players with their ability to combine structured rules with boundless creativity, fostering a sense of engagement and immersion. Inspired by the pioneering work of Johan Huizinga, who emphasized the critical role of play in human culture, and contemporary game theorists like Scot Osterweil and Jane McGonigal, the integration of RPGs into educational frameworks has garnered significant interest. These games not only provide a "magic circle" where players experiment with identities and strategies but also offer allow-risk environment to hone problem-solving, collaboration, and critical thinking skills. In this paper, we explore the development and implementation of "Mission to Europa," an innovative live-action RPG (LARPG) designed for an astrobiology course at the University of Maryland, Baltimore County (UMBC). Created as a multidisciplinary effort involving students from various fields—including Computer Science, Mechanical Engineering, Biochemistry, Creative Writing, and Media Studies—this project aimed to transform complex scientific concepts into an interactive and engaging learning experience. Grounded in frameworks such as Agile Development and informed by previous successes with the "Organic Panic" RPG "Mission to Europa" underscores the pedagogical potential of games to enhance both subject mastery and real-world skills. By examining the course structure, collaborative processes, and student feedback, the aim of this study is to showcase the efficacy of RPGs as a transformative educational tool. This study not only highlights the practicalities of game design within a classroom setting but also illustrates the broader implications for fostering innovation, resilience, and teamwork in higher education