UDGAPROG - BSc Games Programming
|Highest award||Bachelor of Science||Level||Honours|
|Possible interim awards||Bachelor of Science, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Science|
|Total credits for course||360|
|Awarding institution||London Metropolitan University|
|Teaching institutions||London Metropolitan University|
|School||School of Computing and Digital Media|
|Subject Area||Creative Technologies and Digital Media|
About the course and its strategy towards teaching and learning and towards blended learning/e-learning
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 for dissemination of materials, and occasional 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 as well as regular steering group meetings with full-time staff members, graduates and games industry experts.
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 TIGA in association with the Computer Games Industry. Choice of modules is constrained and guided in years one and two, but there is freedom within the core modules in year three for students to explore areas of personal interest and build up a significant portfolio of work.
Course learning outcomes
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. implement skills in a variety of contexts, programming languages and delivery platforms in order to deliver professional quality artefacts;
LO5. be aware of and adhere to professional practise with respect to programming methods and conventions;
LO6. be aware of the social and ethical issues associated with games and media development, software development and operation;
LO7. show effective oral, visual and written communication via presentations, reports and demonstrations;
LO8. work effectively as part of a multidisciplinary team and develop the skills associated with team working, relationship management, communication and time management.
LO9. have opportunities for personal and creative development, through teamwork and discussion, reflection and feedback, artistic expression and building a portfolio of work.
Course learning outcomes / Module cross reference
Module title Module code
Game Design and Development CU4011
Game Programming CU4012
Computer Game Hardware Architecture CU4007
Mathematical and Logical Techniques MA4005
Augmented Toy Development CU5013
Graphics and Shader Programming CU5010
Game Engine Development CU5012
Advanced C++ for Games CU5011
Prototype Development CU6005
Creative Technology Project CU6P02
Artificial Intelligence CU6051
Artificial Intelligence for Games CU6052
Networking for Games CU6056
Work Related Learning for Creative Tech FC6051
Research Related Learning FC6050
LO 1 - 9
Principle QAA benchmark statements
The Computing benchmark statements have been taken into account: http://www.qaa.ac.uk/crntwork/benchmark/Computing.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.
Organised work experience, work based learning, sandwich year or year abroad
Core Work-Related Learning or Research-Related Learning module in Year 6 is a mandatory part of the Honours degree, timetabled during the semester
Modules required for interim awards
Cores as specified in structure diagram.
Arrangements for promoting reflective learning and personal development
Students will engage in portfolio development throughout their career as undergraduates, culminating in a large project that will form the centrepiece of a showcase of their work.
They will be working in teams each semester and present their work for peer review. Weekly workshops will provide opportunities for face-to-face formative feedback.
Students will be encouraged to update CVs each semester and maintain a personal blog.
Other external links providing expertise and experience
The design of the course has been informed by Skillset Accreditation Guidelines for Computer Games Degrees with a technical pathway, TIGA colleagues, graduates and advice from our industry steering group members.
Career, employability and opportunities for continuing professional development
A process of personal development takes place throughout the course. In addition, formal arrangements are provided through the Careers Service and taught material is provided through portfolio development modules. Work placements are strenuously encouraged.
Professional Statutory and Regulatory Body (PSRB) accreditations & exemptions
The School of Computing and Digital Media (SCDM) is a member of the games industry body TIGA. An aim of this new degree is to improve the potential for possible submission for future TIGA accreditation.
Completing this degree will open up many job opportunities within the games and entertainment industry. Upon graduating you could find employment as an animator, games developer, games designer, software engineer, visual effects artist, applications developer or a multimedia programmer.
Previous graduates have taken up positions at employers including Sky, BBC, ITV, Sega, Lionheart, Rare, Rocksteady, Media Molecule, Football Superstars and Sports Interactive.
Some of our graduates have also set up their own businesses.
In addition to the University's standard entry requirements, you should have:
- a minimum of grades CCC in three A levels (or a minimum of 96 UCAS points from an equivalent Level 3 qualification, e.g. BTEC Level 3 Extended Diploma/Diploma; or Advanced Diploma; or Progression Diploma; or Access to HE Diploma of 60 credits)
- GCSE English and Mathematics at grade C/grade 4 or above (or equivalent)
Applicants with relevant professional qualifications or extensive professional experience will also be considered on a case-by-case basis.
If you don't have traditional qualifications or can't meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing our Games Programming (including foundation year) BSc (Hons).
To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Tier 4 student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.
Official use and codes
|Approved to run from||2019/20||Specification version||1||Specification status||Validated|
|Original validation date||25 Jun 2019||Last validation date||25 Jun 2019|
|Sources of funding||HE FUNDING COUNCIL FOR ENGLAND|
|JACS codes||101020 (computer games programming): 100%|
Stage 1 Level 04 September start Offered
|CU4007||Computer Gaming Hardware Architectures||Core||30||NORTH||AUT+SPR||THU||PM|
|CU4011||Game Design and Development||Core||30||NORTH||AUT+SPR||TUE||AM|
|MA4005||Logic and Mathematical Techniques||Core||30||NORTH||AUT+SPR||THU||AM|
Stage 1 Level 04 January start Not currently offered
|CU4007||Computer Gaming Hardware Architectures||Core||30|
|CU4011||Game Design and Development||Core||30|
|MA4005||Logic and Mathematical Techniques||Core||30|
Stage 2 Level 05 September start Offered
|CU5010||Graphics and Shader Programming||Core||30||NORTH||AUT+SPR||TUE||PM|
|CU5011||Advanced C++ for Games||Core||30||NORTH||AUT+SPR||WED||AM|
|CU5012||Game Engine Development||Core||30||NORTH||AUT+SPR||MON||PM|
|CU5013||Augmented Toy Development||Core||30||NORTH||AUT+SPR||MON||AM|
Stage 3 Level 06 September start Offered
|CU6052||Artificial Intelligence for Games||Core||15||NORTH||SPR||THU||PM|
|CU6056||Networking for Games||Core||15||NORTH||AUT||WED||EV|
|CU6P02||Creative Technology Project||Core||30||NORTH||AUT+SPR||WED||PM|
|FC6050||Research Related Learning||Alt Core||15||NORTH||SPR||WED||PM|
|FC6051||Work Related Learning for Games and Animation||Alt Core||15||NORTH||SPR||WED||PM|