Gauging how big this mystery will be


I was wondering how long it will take to solve the mysteries. We seem to be solving glyphs and sigils at a rate of 1 sigil and 1 glyph at a time. If it continues in this pattern, we will soon run out of sigils on the hexagon but still have glyphs remaining.

So I am wondering, what happens once the sigils are complete and the glyphs aren’t? Will the hexagon disappear to be replaced with another interface to complete along with the glyphs? Or will the glyph unlocks start to come sooner so that they will also be completed with the sigils?

I definitely think we will see all the pieces of the Elizabeth Leighton video by the time the sigils are complete, just based on the length of the video and how much has been revealed already. So if a new interface appears after the hexagon, will a new video begin to be unlocked as well? Will we meet Major Sophie Dubois next?

Obviously none of us has the answers to these questions, but what do you all predict will happen as the mystery proceeds and how might it unfold?


I don’t think there is a 1-1 correlation between the glyphs and sigils. Unlocking the third sigil didn’t unlock a glyph.
I wouldn’t be suprised if there is a new interface after the sigils are finished. But could be as well that the focus will be on the glyphs the next weeks


While I enjoy long ARGs, especially if they include Real Life events (geocaching anyone?)…I have issues when the “payout” ends up being something like the big ARG involved in “The Trials” motorcycle game. The payout was: Clues leading to keys. One of the keys will open a treasure box. The treasure box will be revealed 100 YEARS later in Real Life!!!

I hope this ARG leads to something we all can enjoy BEFORE we die and rot!



If events were once a month I would be worried about that too. A broadcast every week makes it seem that it will be concluded by the end of the summer or at most sometime this year. Can’t say for sure what the payoff will be.


The payoff is all that you learn as you wind your way through the mystery :wink:


Said another way: Solving the mystery is its own reward. Aka, the journey beats the destination.


Wait so we’re not being paid for this in real money? Dang no told me that…


If we were paid for this, I could buy some decent gaming hardware :o
Man I wish we were paid ><


To be fair we should totally be paid for this for real…


I don’t work this hard on my real job


Intrinsic vs extrinsic :slight_smile: I do tell my students to put the skills they use and learn during these investigations on their resume- also - some ARGs are kinda getting into the concepts of currency : )


Man, I’d love to hear more from an educator in the game industry about ARGs :smiley:
You don’t get to hear very much besides what they are and what you need to design them ^^


I had USA high school seniors, in an elective class, “playing”/engaged during the last few days of school this year because they were interested in the outcome - I do like using these activities in the classroom.


How interesting :smiley: Would like to hear more about what you teach/do in the classroom, as well as how your students fare from these activities ^^


I’ll start an off topic post and can chat there - maybe others use these in the classroom as well! Also feel free to PM


I’m afraid my own experieces with using ARG’s with my students is a bit negative. We did the “locked room” type ARG for a short time, and my experience was that the students who found it too challenging would eventually stop trying and just sit and watch the students that were better at breaking codes and finding clues on the internet do all the work.

It is similar with these large-scale ARGs, because you have to rely on the super smart math or literary experts to solve some of the tougher puzzles, while the rest of us wait for them to figure it out.

If I were to try a better way to implement it in the classroom, I would split the students into two seperate groups (but not tell them it is based on ability level!) and give a slightly easier version of the ARG to the group of students with less puzzle solving skills. That way everyone, or almost everyone, could contribute to the ARG group they are in.

Remember, fairness in education is not giving everyone the same thing, but giving them each a level of difficulty that is challenging for them, but with which they are still able to find success.


I am the “sit in the corner and watch” type myself whilst the rest are “at the races”. But I offer ideas now and then. Often the ones observing can “see the bigger picture” than being “nose deep in the details”.

The nice thing about online ARGs…there are no loud-mouth-pushy-bully-types-who-shut-you-down-verbally. Online postings are shared by everyone and people can run-with or ignore what they read or want to persue! -)



Do you think there could’ve been a better approach to the locked room sort of ARG, instead of basing it on skill level? Would things be better if the students who were more skilled at this could have helped the weaker ones were there a couple if them in their group? Just a thought I’m putting out there xD


Anytime you do group work there is the danger that one or two in the group will do most of the work and not even complain because they want a better grade. Doing a class ARG, the students get very excited and want to solve it as fast as possible and the same thing happens, some can’t keep up and would rather let others do it.

If we try and make the “smarter” kids slow down and help the students who take longer to figure things out, it actually causes resentment between the students and makes the whole experience less pleasant. Hence my idea to create seperate groups so students can work at their own pace at their level of challenge (but again, never giving any indication of skill difference between the groups).


I’m of the opinion right now that there will be another phase after the hexagon(e) is filled - More live events, harder puzzles and then ramping up to whatever the end game of the ARG is - I can’t imagine it being done so soon considering the scope of it so far.