Designing with the Basic Role Playing Engine - Part 2: Skills and Skill Modifiers
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- Опубліковано 29 вер 2024
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Stupid question, but have you ever watched 'Bob's Burgers'? About half of the time the plot is about the Belcher kids' school, Wagstaff
I have not. I'm not opposed to watching it, but my media backlog is so ridiculous right now that it might be a while until I get to it. It's on the list now. ;)
I really like the BRP skill concept. It is so much more elegant than say, d20 skills. But coming from CoC as my first experience with it and then moving to RQG, I wish they had made the skill difficulties the same. CoC is 1/2 and 1/5 and the rest of BRP (including RQG) is 1/5 and 1/20.
What is your preference as I know you play both systems?
I vastly prefer CoC's mechanics, out of all BRP skill sets. Note that difficulties were defined by "multipliers" throughout most of RQ and CoC history. I really love what Paul Fricker did with 7E. 1/2 and 1/5 drive exciting results much more frequently. By definition.
@@RPGImaginingsI agree 100%. The CoC system is much more likely to create action/interesting results. When I picked up RQ, I was dismayed to see it hadn't been updated as such.
Thinking about Credit Rating. That might also work as a sort of resource pull from administration. A teacher with higher Credit Rating being more likely to be able to get the administration or school district to greenlight something (school trip, a teacher's aid, new computers, etc.). Or perhaps that would be a separate skill. Or just Persuade.
Yeah, that's Persuade. We could get into grant writing and such, and I'm not saying that STATUS wouldn't play a role there. A good administrator shouldn't avoid funding a great idea just because an educator lacks status. Obviously things can get complex, but I'm trying to avoid that complexity. I appreciate all of your thoughts! :D
We're talking about the keys of power here, allocation of resources, responsibility and, of course, blame