UDGAPRFY - BSc (Hons) Games Programming (including foundation year)
|Highest award||Bachelor of Science||Level||Honours|
|Possible interim awards||Bachelor of Science, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Science, Preparatory Diploma, Preparatory Certificate|
|Total credits for course||480|
|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
BSc Games Programming (including foundation year) enables students to develop the specialist knowledge and key skills needed to join this thriving industry.
The Foundation year (Level 3) in Computing, Technology and Mathematics is designed to provide students with the necessary knowledge, understanding and skills in the areas of Computing, Communications Technology and Mathematics to enable them to embark with well-founded confidence onto the first year of an extended honours degree programme. It will provide a broad, varied stimulating experience which allows students to assess their own aptitudes and interests and thus make an informed choice of progression pathway within the School of Computing. The course also provides an awareness of employment opportunities within the areas of Computing, Communications Technology, Mathematics and Creative Technology.
At Level 4 (effectively second year), students start by building a strong base in C++ programming, with mathematics and physics for game development, as well as gaining skills in console hardware architecture and game design. As they progress through the degree, they use different graphics libraries and engines to make 2D and 3D games. Students also develop specialist skills in physical computing, virtual reality and artificial intelligence while becoming proficient in a range of relevant programming and scripting languages.
Each year there are core modules on this course that enable programmers and artists to work together and achieve common goals - designing and producing innovative games. This aspect of the student experience is highly commended by our games industry partner TIGA and our industry steering group, as it mimics professional practice. The games degrees at London Metropolitan University have co-evolved over many years.
Students are actively encouraged to engage in public competitions and gaming events such as gamejams, and the School of Computing and Digital Media holds an annual Summer Show where students at all levels have the opportunity to showcase their work to a wider professional audience. There exists a supportive and friendly community of highly motivated games students who work hard to achieve their goals.
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.
One of the key aspects of 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 and to facilitate this, there are current visiting practitioners as well as regular steering group meetings with full-time staff members, graduates and games industry experts.
The main aim for this course is to provide students with a specific 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 at levels 4 and 5, but there is freedom within the core modules at level 6 for students to explore areas of personal interest and build up a highly relevant portfolio of work.
Level 3 provide students with a stimulating experience in key underpinning subjects which allows them to assess their own aptitudes and interests and thus make an informed choice of progression pathway. It promotes in students an awareness of legal, social, economic, environmental and ethical issues alongside employment opportunities in their chosen field.
Course learning outcomes
By the end of the degree, graduating at Level 6, students will be able to:
LO1. carry out independent research and investigation in the area of games development;
LO2. be able to conceive of the problem, analyse available data, and formulate possible user centred design solutions to a problem in games 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
Mapping modules at Level 3 against course learning outcomes at this level:
LO1 – CS3101 Programming, MA2101 Maths, CC3101 Cyber Security Fundamentals, CT3102 Introduction to Robotics and IoT
LO2 – CS3101 Programming, CT3102 Introduction to Robotics and IoT
LO3 – CS3101 Programming, MA2101 Maths, CC3101 Cyber Security Fundamentals, CT3102 Introduction to Robotics and IoT
LO4 – CT3102 Introduction to Robotics and IoT
LO5 – CS3101 Programming, MA2101 Maths, CC3101 Cyber Security Fundamentals, CT3102 Introduction to Robotics and IoT
LO6 –CC3101 Cyber Security Fundamentals
LO7 – CS3101 Programming, MA2101 Maths, CC3101 Cyber Security Fundamentals, CT3102 Introduction to Robotics and IoT
LO8 – CC3101 Cyber Security Fundamentals, CT3102 Introduction to Robotics and IoT
Mapping modules at Levels 4,5,6 against the course learning outcomes at this level:
REFER TO COURSE HANDBOOK FOR FURTHER DETAILS.
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
A core (i) Work-Related Learning or (ii) Research-Related Learning module in Year 6 is a mandatory part of the Honours degree, timetabled during the semester.
This involves students either (i) working as interns or in a professional capacity for an external client, developing a resource using their existing skills; or (ii) working with a research-active academic to develop a resource for an existing research project. In either case, the student will demonstrate competence and good communication skills, and be assessed via a written report of the experience and a viva.
Course specific regulations
Standard University regulations apply.
Modules required for interim awards
Cores as specified in course 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.
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 joined companies such as Sky, BBC, ITV, Sega, Lionheart, Rare, Rocksteady, Media Molecule, Football Superstars and Sports Interactive. Some of our graduates have also created their own businesses.
In addition to the University's standard entry requirements, you should have:
- at least one A level (or a minimum of 32 UCAS points from an equivalent Level 3 qualification, eg BTEC Subsidiary/National/BTEC Extended Diploma)
- English Language and Mathematics GCSEs at grade C/grade 4 or above (or equivalent, eg Functional Skills at Level 2).
Applicants who meet the UCAS points criteria but who obtained a D/grade 3 in English and/or Maths at GCSE may be offered a University test in these areas
Official use and codes
|Approved to run from||2019/20||Specification version||1||Specification status||Validated|
|Original validation date||08 Aug 2019||Last validation date||08 Aug 2019|
|Sources of funding||HE FUNDING COUNCIL FOR ENGLAND|
Stage 1 Level 03 September start Offered
|CC3101||Cyber Security Fundamentals||Core||30||NORTH||AUT+SPR||FRI||AM|
|CT3102||Introduction to Robotics and Internet of Things||Core||30||NORTH||AUT+SPR||WED||AM|
Stage 1 Level 03 January start Offered
|CC3101||Cyber Security Fundamentals||Core||30||NORTH||SPR+SUM||THU||PM|
|CT3102||Introduction to Robotics and Internet of Things||Core||30||NORTH||SPR+SUM||FRI||AM|
Stage 2 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 3 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 4 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|