UDCMGMPR - BSc Computer Games Programming

Students’ learning is organised around direct contact time and directed time, which takes place through lectures, tutorials, seminars and laboratory work. Problems are formulated via lectures and tutorials; implementation takes place in the laboratory. Students use self-study time in addition to timetabled sessions for researching topics and reading around the taught material.

Increasingly e-learning is embedded within module design. Particular use is made of Virtual Learning Environments (WebLearn) and Internet-based user groups enabling asynchronous communication with tutors. Other information sources include library searches, the Internet, on-site interviews and opportunities to examine artefacts.

Transferable skills - Group work throughout the course will be seen as important in relation to the student’s future working environment. A requirement of the industry is for its workers to be able to work as part of a team. Guidance is given by the tutors on ways to enhance the students' ability to work in teams by fostering clear communication skills, respect for peer group and understanding of ethical issues. Workshops provide an opportunity for students to develop some of the discipline-based skills required of the industry.

One of the key aspects throughout the course is the development of a cumulative portfolio. Initially this is tightly tied to specific module teaching and assessment, but at a later stage students are encouraged to develop portfolio work independently, with increasing individual tutorial support. The emphasis of the course is to ensure a contemporary skill-set through the use of current visiting practitioners and continuous industry involvement from the full-time staff members.

Students’ ability to work independently will also be fostered through a mixture of unseen examination and presentations and ultimately the design and implementation of significant artefacts in the final year.

The main aim for this course is to provide students with a general education in the area of computer games programming in its full range of applications from console, mobile and web games to computer simulations. Students will develop an understanding of the need for involvement in order to solve a problem, the need for communications skills for clarity of problem understanding and solution propagation, plus awareness of the ethical responsibilities with which a developer must contend.

For a student undertaking a single honours award, the aims are to:

• offer a course which is relevant to the needs of industry and commerce and to expose the student to the latest developments in computer games applications;
• develop the intellectual and practical skills associated with the design and development of computer games from a technical perspective;
• develop the ability to communicate in terms of questioning, presentation, and logical representation in order to specify, resolve and develop games across a wide range of genres.

Designing and developing computer games is an engineering-like study and as such much of it is sequential in nature, with one subject building on another. The core modules are chosen with this in mind while designate modules are seen as mutually supportive of the core material.

The degree aims to equip students with programming skills as specified by Skillset in association with the Computer Games Industry. Choice of modules is constrained and guided in years one and two, but there is considerable freedom within the core modules in year three for students to explore areas of personal interest and build up a significant portfolio of work.

Students taking a Sandwich degree would be expected to spend equivalent to one academic year ( 42 weeks) in an appropriate industrial context between the intermediate year and the honours year. Work placements are managed on behalf of the department by the University’s Employability Unit who provide the full requirements and regulatory framework.

Students may choose to take a joint degree, in which case they have fewer choices but will always be guided by their Personal Academic Advisor. This is in recognition of the different backgrounds of joint students.

LO1. carry out independent research and investigation;

LO2. be able to conceive of the problem, analyse available data, and formulate possible user centred design solutions to a problem in the general area of application development and design ;

LO3. have industry-appropriate knowledge of games technology and applications ;

LO4. have user-centred software design and programming skills relevant to games and digital media technology and applications ;

LO5. implement skills in a variety of contexts, programming languages and delivery platforms in order to deliver professional quality artefacts ;

LO6. be aware of and adhere to professional practise with respect to programming methods and conventions ;

LO7. be aware of the social and ethical issues associated with games and media development, software development and operation ;

LO8. show effective oral, visual and written communication via presentations, reports and demonstrations;

LO9. work effectively as part of a multidisciplinary team and develop the skills associated with team working, relationship management, communication and time management ;

LO1
carry out independent research and investigation:
Game Design LO4, LO2
Digital Toy Design LO1
Graphics and Imaging
Project
Prototype Development LO2, LO6, LO4
Artificial Intelligence LO1
Artificial Intelligence for Games LO4

LO2
be able to conceive of the problem, analyse available data, and formulate possible user centred design solutions to a problem in the general area of application development and design :
Game Design LO2
Game Portfolio 1 LO2, LO3, LO4
Digital Toy Design LO3
Game Portfolio 2 LO2, LO3, LO1
Graphics and Imaging
Project
Prototype Development LO1, LO2, LO7, LO6
Artificial Intelligence for Games LO2, LO3, LO5

LO3
have industry-appropriate knowledge of games technology and applications :
Game Design LO1, LO4, LO6
Game Portfolio 1 LO3, LO6, LO7
Game Portfolio 2 LO2, LO5, LO6
Logic and Mathematical Techniques
Computer Gaming Hardware Architectures LO1, LO2, LO3, LO5, LO6
C++ Programming LO1, LO2, LO3, LO4
C++ Programming for Games LO1, LO2, LO3, LO4
Digital Toy Design LO1
Graphics and Imaging
Project
Artificial Intelligence LO1
Artificial Intelligence for Games LO1

LO4
have user-centred software design and programming skills relevant to games and digital media technology and applications :
Game Design LO5
Game Portfolio 1 LO6, LO7
Game Portfolio 2 LO3, LO4, LO5
Logic and Mathematical Techniques
Computer Gaming Hardware Architectures LO2, LO3, LO4, LO5, LO6
C++ Programming LO1, LO2, LO3, LO4
C++ Programming for Games LO1, LO2, LO3, LO4
Digital Toy Design LO3, LO2
Graphics and Imaging
Project
Artificial Intelligence LO4
Artificial Intelligence for Games LO3, LO2

LO5
implement skills in a variety of contexts, programming languages and delivery platforms in order to deliver professional quality artefacts :
Game Design LO5
Game Portfolio 1 LO6, LO7
Game Portfolio 2 LO1, LO3, LO4
Logic and Mathematical Techniques
Computer Gaming Hardware Architectures LO2, LO3, LO4, LO5, LO6
C++ Programming LO1, LO2, LO3, LO4
C++ Programming for Games LO1, LO2, LO3, LO4
Digital Toy Design LO2
Graphics and Imaging
Project
Artificial Intelligence for Games LO2

LO6
be aware of and adhere to professional practise with respect to programming methods and conventions :
Game Portfolio 1 LO6, LO7
Game Portfolio 2 LO4, LO5
Computer Gaming Hardware Architectures LO3, LO4, LO5
C++ Programming LO1, LO2, LO3, LO4
C++ Programming for Games LO1, LO2, LO3, LO4
Graphics and Imaging
Project
Artificial Intelligence for Games LO5, LO1

LO7
be aware of the social and ethical issues associated with games and media development, software development and operation :
Game Design LO1, LO4
Digital Toy Design LO1
Project
Prototype Development LO2, LO3
Artificial Intelligence LO1, LO3

LO8
show effective oral, visual and written communication via presentations, reports and demonstrations:
Game Design LO3, LO7
Game Portfolio 1 LO5
Game Portfolio 2 LO2, LO6
Digital Toy Design LO4
Project
Prototype Development LO3, LO4, LO5, LO7
Artificial Intelligence LO3
Artificial Intelligence for Games LO4

LO9
work effectively as part of a multidisciplinary team and develop the skills associated with team working, relationship management, communication and time management :
Game Design LO6, LO2
Game Portfolio 1 LO1, LO2
Game Portfolio 2 LO3, LO2, LO6
Prototype Development LO3, LO4, LO5
Artificial Intelligence LO2

The Computing benchmark statements have been taken into account:

http://www.qaa.ac.uk/en/Publications/Documents/SBS-Computing-16.pdf

In these benchmark statements the word ‘computing’ refers to computer visualisation and interactive game and simulation development.

Cognitive - Students will be exposed to various assessment strategies, which are part of the development and evaluation of their cognitive skills. As the course progresses the student will be exposed to more complex and ill-defined problems which relate to the world of work.

Practical - Portfolio assessment is increasingly relevant within this type of course and is used throughout the degree. This represents a highly formative process. Subject specific skills are also assessed using a range of techniques, such as programming skill tests and via in-course artefact development.

Transferable skills - Skills are assessed through written reports, demonstrated software solutions, media presentations, oral presentations and students’ willingness to work effectively with other students via group work.

Knowledge - Formative assessment will be a regular feature of the semester, encompassing peer review, opportunities for QA (Quality Assurance), detailed feedback and guidance from tutors.

Summative assessment such as coursework, presentations and group work will require students to:

• model and provide optimal solutions for a given scenario;
• demonstrate an understanding of application work flow;
• write and present verbal and written reports on development and application-based approaches to problem solutions.

Summative assessment such as unseen examinations will require students to deal with:

• multiple choice tests;
• written examinations;
• essays and reports, usually of specified length.

Optional 3-month short placement or 1-year placement, subject to availability.

A short internship with Gamelab London or an alternative games and digital media company is a mandatory part of the Honours degree, timetabled during the semester.

Cores as specified in structure diagram.

This degree course opens up many potential career paths in the gaming and entertainment sector. You could go on to work in game development or programming, or work with high-tech companies in the public and private sectors.

Previous graduates have joined companies such as Rare, Rocksteady, Media Molecule, Lionhead, Sky, BBC, ITV, Football Superstars, Sports Interactive, as well as starting up their own businesses. You can see more of what former students have gone on to do in the game programming, design, art, animation and testing industries on our blog.

In addition to the University's standard entry requirements, you should have:

• a minimum grades CCC in three A levels with at least one in a relevant subject (or a minimum of 96 UCAS points from an equivalent Level 3 qualification, eg BTEC Level 3 Extended Diploma/Diploma; or Advanced Diploma; or Progression Diploma; or Access to HE Diploma of 60 credits)
• English Language and Mathematics GCSE at grade C (grade 4 from 2017) or above

Applicants with relevant professional qualifications or extensive professional experience will also be considered on a case by case basis.

All applicants must be able to demonstrate proficiency in the English language. Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.