Computer Games Programming and Design

The BSc (Hons) Computer Games Programming and Design is a creative Computer Games course with an emphasis on technical expertise (programming) as well as the game design skills required by programmers to write their own video games.

WHO IS THE COURSE FOR?

This course has three main pillars:

• Programming Skills

• Game Design Skills

• Studio Skills

For the first one, you will be writing code for video game prototypes, demos and digital products using established game engines as well as graphics libraries.

For the second one, you will also study design skills such as level design, narrative or user experience.

For the third one, you will experience collaborative learning through our in-house simulated studio environments that replicate the games industry.

While the Studio Skills learning pillar is critical for either discipline (Programming or Games Design), you are also able through multiple optional modules across the course to tailor your learning experience towards being more "Programming" or "Game Design" focused, giving more depth and customization of the course experience.

On top of that, further customization may be offered in the ways certain modules are assessed. While they may appear as a "Core" module, some may offer multiple "assessment streams" within the same assessment briefs, allowing you to hit the learning outcomes in multiple ways, depending on your own preferences.

WHAT DOES THIS COURSE LEAD TO?

Graduates will be able to seek employment in Computer Games through various pathways, always depending on their tailored course experience, picked modules and assessment preferences.

For those with more "Programming" focused experience, these are the possible jobs:

• Gameplay Programmers

• AI Programmers

• User Interface Programmers

• Physics Programmers

• Graphics Programmers

• Animation Programmers

• Network Programmers

• Engine/Tools Programmers

• Unity / Unreal Engine Developers

Some of the programming skills are also transferrable in careers beyond Games Programming:

• Software Engineers

• Information Systems Professionals

• Web Developers

• Computer Scientists

• Mobile Developers

• XR/AR/VR Developers

While for those with more "Game Design" experience, here are the possible jobs:

• Level Designers

• User Experience Designers

• Games User Researchers (GUR Experts)

• UI Designers

• Narrative Designers

• Game Writers

• Gameplay Designers

Regardless of the course experience, students who favor either discipline will enjoy potential future careers:

• Indie Game Developers

• Producers

• Technical Trainers

• Teaching Professionals / Academics

• Researchers

YEAR 1 - CORE MODULES
Collaborative Game Development
Gameplay and Game Design
Maths for Games
Object Oriented Development
Programming Fundamentals
Scripting for Game Engines

YEAR 2 - CORE MODULES
Artificial Intelligence for Games
Gameplay Programming
Gamer Psychology and UX Design
Producing Games

YEAR 3 - CORE MODULES
Computer Games Major Project
Indie Game Development
Project Research and Professional Development
Studio Practice

YEAR 2 - OPTIONS (please note that not all options are guaranteed to run)
Cinematic and Narrative Design for Games
Level Design and Rapid Prototyping
Network Game Programming
Tools Programming and Engine Architecture

YEAR 3 - OPTIONS (please note that not all options are guaranteed to run)
Casual and Competitive Game Design
Graphics Programming

The course adopts a balanced, student-centred teaching and learning strategy programme of study combining critical thinking and practical skills. Students are encouraged throughout the course to develop their own thinking and creative skills across a range of topics and scenarios as they work towards their degree. Delivered through lectures, labs, seminars, and workshops, learning and teaching is structured to allow a logical, coherent and progressive attainment of knowledge and skills.

Lab based teaching enables students, guided by tutors, to develop key concepts and skills to tackle briefs that increase in complexity each year. During lab sessions, students have frequent one-to-one opportunities to interact with tutors and fellow students, and consequently lab sessions are used as an effective tool to develop the sense of community and belonging. As project work is used extensively throughout the Computer Games courses, lab teaching provides the ideal environment for students to explore, develop and formulate responses and present solutions in relation to module learning outcomes and project briefs.

Students are expected to engage proactively with their learning. This includes taking responsibility to attend all timetabled sessions and understand that attendance and full participation in the course will impact upon their ability progress and achieve.

Level 4 introduces students to fundamental concepts in game design and programming skills, underpinning the knowledge and skills needed to study in this field. Students will also be introduced to essential skills including research, academic writing and referencing, both creative and critical thinking and use of relevant software as well as a first touch with cross-course collaborative modules (studio modules) to improve their team-work skills. Whilst students are encouraged to embrace the challenge of studying at higher education, approaches to teaching and learning at Level Four are designed to provide students with ample opportunities for formative feedback and support such that by the end of this level students become confident learners ready for progression.

Level 5 extends the knowledge and skills base to a higher order of intellectual thinking, analysis and synthesis. Level 5 students explore progressive concepts, subjects and, as a consequence, knowledge and understanding in greater depth and breadth. Students have the opportunity at level 5 to explore advanced theories in computer game design as well as software development principles, and gain sophisticated asset development techniques and visualisation skills that can be applied to larger projects and wider contexts. Furthermore, students acquire more in-depth team-based development soft skills that are essentially for projects of much larger scope.

On successful completion of Level Five students will have acquired practical, cognitive and transferrable skills manifested in the application of knowledge to complex scenarios and deployed through critical judgement and increased levels of confidence and self-assurance.

At Level 6, students are expected to become independent thinkers with the ability to take a proactive approach to learning coupled with efficient time-management skills. Teaching and learning at level six aim to nurture the ability of students to display initiative, set own goals and prepare for the transition from undergraduate level education to becoming successful practitioners and/or embark on further postgraduate studies.