Amusement devices: games – Board games – pieces – or boards therefor
Reexamination Certificate
2002-08-16
2004-09-14
Layno, Benjamin (Department: 3712)
Amusement devices: games
Board games, pieces, or boards therefor
C273S459000
Reexamination Certificate
active
06789797
ABSTRACT:
FIELD OF THE INVENTION
This invention relates generally to games and specifically to mystery role-playing games.
BACKGROUND OF THE INVENTION
The mystery role-playing game is a recent invention in which players dress up and take the part of characters (often in period costume) in a mystery much like a murder mystery novel. The present invention teaches an improved mystery role-playing game.
Like a country house mystery or a locked-room murder mystery, the players are presented with a problem to be solved: a theft, a murder, or some other bizarre or unusual happening. From clues they will be given, the players will deduce the traditional elements of a mystery novel: method, motive, opportunity and in the end, the identity of the murderer (or perpetrator). Prior to the start of the game (which is normally carried out during a party) the players will be given instruction, often sealed, detailing the behavior of the character they will play, from mannerisms and knowledge up to that individual's part in the tangled plots that led up to the murder, the individual's continuing motivation during the game and so on. Since one player is the murderer, that individual may be required to “accidentally” produce clues for the other players and perhaps even to impede the investigation in ways laid out in the game rules. In other known game mechanics, even the individual playing the murderer/criminal may be unaware of their own role until the mystery is solved, thus surprising the player with the discovery that they have been playing the murderer/criminal.
The genre still has certain problems. First of all, it requires certain minimum levels of player learning ability to successfully master the part of the characters: players must receive their instructions (normally so complex as to require an entire booklet to be mostly memorized), then must remember their part from minute to minute and recall the likely responses of their character to the activities and deductions of their fellow players. Must a clue be “accidentally” divulged now? Must some truthful detail be recalled and given in response to another player's question? When combined with the additional “mental overhead” of playing a traditional acting role such as an 18
th
century English aristocrat or 1940's era fighter pilot, a large mental burden is placed upon the player. In addition, while simultaneously carrying out these tasks, the player is supposed to themselves be enjoying an evening as an amateur detective attempting to answer the question: “Whodunit?” Thus a barrier of mentation level is erected, a barrier that limits the potential of some individuals to participate and enjoy the role-playing game.
An additional problem is that one individual is normally selected by the host to play the role of the murderer/perpetrator. Obviously this is considered a “star” role for certain personality types but is an extreme embarrassment and thus a source of anxiety to other personality types. In particular, an individual's levels of self-confidence and social abilities are likely to limit that individual's ability to enjoy the game. This problem is even worse when game mechanics are structured such that even the “criminal” or “murderer” does not find out that they themselves “did it” until the conclusion of the game. But for reasons of normal social interactions (parties in honor of a particular individual, rotations of games in which all participants have equal chances to receive social recognition, increased status and/or general esteem, or as part of a planned therapy or maturation program, etc) it may be desirable that such an individual be allowed to participate.
This is related to the concern that arises when most or all of the players act as suspects or possibly criminals in a role-playing situation. This may be perfectly acceptable for adults who typically have the ability to distinguish between fantasy and reality and furthermore presumably will not alter their continuing self-image based upon a game. The appropriateness of this is questionable, however, in relation to children. Because “modeling” is such an important aspect of childhood social development, it may be contraindicated for children to play or “try on” the role of a criminal or suspect. (Modeling refers to emulating, literally modeling one's own behavior after a role model, hero, etc.) At a young age, glamorizing a criminal role and in addition literally “trying it on” besides having negative psychological effects, may be considered to be socially irresponsible.
Another problem is that regardless of intelligence or social abilities, players will occasionally “muff” their lines or clues. This can make a well designed role-playing scenario impossible to solve, resulting in general frustration until everyone gathers together with their script booklets and painfully puts all the pieces of the puzzle together in a cooperative effort. This problem is merely exacerbated for players of earlier stages of social development.
The term-of-art “mastery” is used when discussing this situation. Children gain self-esteem through growing independence and mastery over their environment. For example, whenever a child learns to ride a bike or how to spell new words, or conquer a problem of any type, that child gains self-satisfaction and self-confidence, engendering the sense of self-esteem. This principle can be applied in the game setting as well. In particular, a mystery game (which is after all a type of “puzzle” or problem to be solved) can be optimized for childhood levels of comprehension (thus making it possible for children to solve the puzzle) and optimized so as to increase the sense of self-esteem of the children participating.
It would thus be desirable to provide a mystery role-playing game optimized for individuals having all levels of social and/or intellectual development. In particular, it will be appreciated that the market for such games is greatly increased if game mechanics can be provided which allow children to enjoy a role-playing mystery game without frustration. In addition, it would be desirable to provide game mechanics for role-playing games which allow participants to receive social recognition for activities other than “being a murderer.” Finally, it would be desirable to provide game methods and structures which make solution of the puzzle certain or near certain at the end of the game.
Patents relating to the game field usually deal with computer game devices and mechanisms or deal with board games or card games. Relatively small numbers deal with role playing by the players, and even fewer still with the psychological and emotional status of the players. A fair number deal with education of one type or another, albeit largely in the non-analogous field of non-role-playing board games or the non-analogous field of non-role-playing card games.
U.S. Pat. No. 6,318,723 B1 issued Nov. 20, 2001 to Kurita teaches a game in which interlocking cards are to be arranged in a manner in which like cards are grouped. No role playing is involved at all.
U.S. Pat. No. 6,139,016 issued Oct. 31, 2000 to Plato teaches a board game in which players advance tokens based upon correctly guessing the response to a scenario of other players. No role playing is involved.
U.S. Pat. Nos. 6,029,975 and 6,394,453 B1 issued Feb. 29, 2000 and May 28, 2002 to Siemers for PSYCHO-SOCIAL GAME THAT MEASURES EMOTIONAL DISTANCE BETWEEN PLAYER'S RESPONSES (both titles) teaches an educational game about human relationships in which responses are compared in terms of similarity or difference between responses.
U.S. Pat. Nos. 5,826,878 and 6,032,957 to Kiyosaki et al for APPARATUS AND METHOD OF PLAYING A BOARD GAME FOR TEACHING FUNDAMENTAL ASPECTS OF PERSONAL FINANCE, INVESTING AND ACCOUNTING and for BOARD GAME FOR TEACHING FUNDAMENTAL ASPECTS OF PERSONAL FINANCE, INVESTING AND ACCOUNTING issued Oct. 7, 1998 and Mar. 7, 2000 (and on the market as the “Cashflow” game) offer excellent teaching materials in the financial area. However, the le
Barber Craig W.
Barber Legal
Layno Benjamin
LandOfFree
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