BSc (Hons) Computer Games Technology

Year 2 Core Modules

You must study and pass all five core modules​

Brief description

Build on your knowledge of programming taught in earlier modules (e.g. arrays, structures, simple collections). Gain an introduction to the standard data structures and algorithms that form the core of algorithmic thought in computer science and to the idea of reasoning about the behaviour and performance of a computer program.

Indicative content:

• Reasoning about performance: The idea of an algorithm, time and space complexity, abstract data types.
• Basic data structures: Linked lists, stacks, queues, hash tables.
• Sorting and searching: Exhaustive and binary search, common sorting algorithms.
• Trees: Simple trees, tree search algorithms, tree representations (XML, JSON).
• Graphs: Simple and directed graphs, graph algorithms.

Brief description

Build on the earlier module, Mathematics for Application Development 1, and learn the mathematical building blocks required for 3-D graphics programming.

Indicative content:

• Viewing Transformations: 2-D viewing transformation matrices, scaling factors, aspect ratios, windows, normalised device screen, viewports.
• Lines and Planes: Vector (using parameters) and Cartesian equations of 3-D lines and planes. Distances from points to lines and planes. Projection of line onto a plane, intersection of lines and planes.
• Matrix Transformations: 3-D matrix transformations of scaling, rotation, reflection and translation (homogeneous coordinates). Composite transformation by matrix multiplication.
• Projection Matrices: Standard orthogonal and perspective matrix transformations.
• Ray Tracing: Collision detection methods of rays with boxes and spheres.
• Newtonian Concepts: Newton’s laws of motion. Momentum and impulse, collision of bodies (1-dimensional, elastic and inelastic). Kinetic and potential energy, elastic strings. Work and Power.

Brief description

Introduction to the principles of 3D graphics programming. Design and develop real-time 3D graphics applications.

Indicative content:

• The graphics pipeline: Hardware and software functionality and performance.
• Graphical Primitives: Points, lines and polygons.
• Coordinate systems: Transformation, projection and hierarchical transforms.
• Geometry ordering: Depth sorting, Z-buffering and blending.
• Lighting: Types of lights and related calculations.
• Texturing: Applying 2D image data to 3D objects.
• Model processing: Loading and rendering geometry from an external source.
• Data storage: Techniques for generating and storing 3D geometry data.

Brief description

Introduction to the principles of 3D graphics programming. Design and develop real-time 3D graphics applications.

Indicative content:

• The graphics pipeline: Hardware and software functionality and performance.
• Graphical Primitives: Points, lines and polygons.
• Coordinate systems: Transformation, projection and hierarchical transforms.
• Geometry ordering: Depth sorting, Z-buffering and blending.
• Lighting: Types of lights and related calculations.
• Texturing: Applying 2D image data to 3D objects.
• Model processing: Loading and rendering geometry from an external source.
• Data storage: Techniques for generating and storing 3D geometry data.

Brief description

Build on the earlier module, Data Structures and Algorithms 1. Gain an introduction to parallel programming on shared-memory and GPU architecture, and the design techniques underpinning parallel applications. Use a range of case studies drawn from typical real-world applications.

Indicative content:

• Measuring performance: Basic techniques, sources of error (round off, range, instability, discretisation), profiling, analysing and presenting results.
• Parallel programming: Why to parallelise, Amdahl’s law, high-level approaches to parallelisation, parallel design.
• Low-level programming with threads: Starting and joining threads, sharing data safely, mutual exclusion, synchronisation objects, lock-free.
• High-level parallel programming: Task-based parallelism, data-parallel problems, exploiting locality.
• Instruction-level parallelism: SIMD instructions, automatic vectorisation.
• GPGPU: GPU architectures, appropriate algorithms for GPUs, GPU profiling.
• Application case studies: Awareness of common sorting, numerical, image processing and searching and optimization algorithms (and associated data structures) and a recognition as to which are relevant for chosen field of study e.g. Spatial trees, pathfinding and AI, database indexing, password hashing, simulation, file carving] and which can benefit from parallelisation.

Year 2 Option Modules - Term 2

If you are a Direct Entrant (new student) to this year of study and have not previously taken module ABE101, then you MUST take ABE201 as part of your Microcredential selection. If you have previously taken ABE101 then you are NOT permitted to take ABE201.

Instructions: Please choose a total of TWENTY credits of optional modules in Term 2. This can include microcredential (ABE) modules.

Brief description

Throughout the microcredential you will become familiar with university systems (including the virtual learning environment), consider what attributes make a successful student and develop key successful student habits.

Indicative content

• Navigating Abertay Systems: Be introduced to and understand how to engage with Abertay systems and tools such as MyLearningSpace, MS Teams, OASIS, MyAbertay etc.
• Expectations of University and You: Explore your own and the universities expectations of you and of the university; Consider the code of conduct; independent learning; blended learning; how university is structured; health and safety; and the Abertay attributes.
• Understanding and Searching Information: How scholarly information is generated and disseminated, key characteristics of different information types. Planning, using, and refining appropriate search strategies; online search tools; using a range of web and database search functionality. 
• Successful Student Behaviours: Develop strategies to key successful student behaviours including Defeating Procrastination, Time Management, Notetaking and preparing for classes, Growth Mindset, Accessing student support and opportunities.
• Referencing: Understand what is meant by academic integrity, plagiarism, and the need for appropriate referencing; creating reference lists and in-text citations; use of referencing tools to manage information.
• Sounding Academic: Explore what lecturers mean by “academic style” and “the right language”; Understand what is meant by and how to learn the rules of academic writing characteristics. Consider how this differs between college and university; Learn how to paraphrase. Explore how assessments, marking and feedback works at university.
• Evaluating Information: Using appropriate quality criteria to critically evaluate information from any source to determine authority and bias.

Brief description

This microcredential provides you with the space and time to develop your skills in designing, planning, delivering, and showcasing an artefact responding to the societal issue. The microcredential is flexible and you will have a choice of what and how you create your response.

Indicative content

• The Big Issue: You will be introduced to the big society issue that will be the focus of your artefact response. Learning materials available will help you consider your response to the challenge.
• Developing Ideas: You will think creatively as to how you will respond to the big issue. You will consider your intended artefact aims, outcomes and target audience. 
• Responding to the Challenge: Resources and guidance will be available as you respond to the challenge and create your artefact.
• Preparing for the Showcase: Guidance will be available on how best to showcase your artefact for the assessment. You will develop your presentation skills to support you in showcasing the artefact. 
• Showcase Event: You will attend a showcase event and present your artefact.

Brief description

You will discuss a range of anti-racist approaches and how they apply within the context of professional communications. You will examine case studies and scenarios to identify the nature of bias in society explore ways to be anti-racist especially in professional communications.

Indicative content

• Racial Bias in Society: Using case studies and scenarios to discuss various forms of racism in society, you will explore the need for anti-racist practice in professional communications. 
• Classification of Anti-Racist Practice: This section compares different anti-racists approaches applied across several contexts. You will discuss the challenges and benefits of each approach. You will identify barriers to implementation of anti-racist practice.
• Discuss Anti-Racist Approaches for Successful Professional Communications: You will be introduced to various communications frameworks (e.g. the humanity-centric framework) and will explore scenarios for the application of these frameworks in a range of professional contexts.
• Embedding Anti-Racism in Digital and Social Media Communications: How can you discuss matters of race and anti-racism on digital and social media while maintaining a professional persona. We will examine cases for best practices and explore ways to avoid bigoted language in digital communications. 

Brief description

In this module you will study two ways of analysing language: (i) a basic introduction to conversation analysis and discourse analysis as applied to ordinary talk/texting, and (ii) and introduction text mining, based on identifying patterns and developing insights from text-based data available on the Internet (e.g., social media data, online texts, online reviews etc).

Indicative content

• Conversation Analysis and Talk and Text as Action: A brief overview of the CA focus on language as action; an examination of how people talk in terms of questions, answers, invitations, excuses, justifications etc.; an examination of texting, emojis, misunderstandings.
• Text Mining: Introduction to text mining and its uses in a social sciences and business context; Online data sources; The text mining process: data collection, pre-processing and analysis; effectively communicating and visualising insights from textual data.

Brief description

By the end of this microcredential, you will be able to evaluate and select machine learning algorithms and AWS services to be appropriately applied to different business problems.

Indicative content

• Introduction to Machine Learning: What is ML? ML process, business problem solved with ML, ML tools, Amazon SageMaker, ML challenges, supervised learning (regression, classification), unsupervised learning (clustering, dimensionality reduction), reinforcement learning, etc.
• Implementing a ML pipeline using Amazon Sage Maker: Formulating ML problems, collecting and securing data, extracting, transferring and loading data, evaluating your data, finding corelation, feature engineering, data cleaning, dealing with outliers, training, deployment, performance evaluation, hyperparameters and model tuning.
• Forecasting: Time series analysis, Amazon Forecast, Implementing a forecast model, Stock Predictions.
• Computer Vision: Facial Recognition, Image and Video Analysis, Dataset Preparation.
• Natural Language Processing: Amazon Comprehend, Polly, Translate, and Lex, Creating a chatbot, Alexa, etc.

Brief description

This online module will support you to get familiar with sustainability and introduce you to tools that can help you to understand and reduce your climate impact. By increasing your sustainability self-awareness, you will be able to make a positive difference in your own life, and in the organisations and communities around you.

Indicative content

• What is sustainability and how is it linked to Climate Change?: We define sustainability, enhancing understanding of the links between society, economy, and environment. Climate change is explained and linked to sustainability. We provide clear accessible information about the reliable science of climate change. We describe the need efforts towards limiting human-induced global warming (limiting cumulative CO2 and other greenhouse gas emissions). 
• Global Sustainability: We introduce the United Nations Sustainability Goals (SDGs). The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries - developed and developing - in a global partnership. They recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests. 
• Personal Sustainability: The WWF environmental footprint tool is a great way to start your personal sustainability journey. The planet is in crisis - from climate change to the pollution in our oceans and devastation of our forests. It's up to all of us to fix it. Take your first step with our environmental footprint calculator. 
• Community Sustainability and Climate Resilience: Community climate resilience comes in many forms. In this topic we introduce ideas which can provide multiple benefits of people, planet, and prosperity. We showcase inspiring examples whereby working with natural processes (Biophilic design, blue and green infrastructure) we can connect people with nature to improve their well-being and quality of life, whilst simultaneously tackling climate change and storing carbon.
• Global Solutions: What is the world doing about it? What impact do Global Climate and Biodiversity agreements (COP26 etc) really have? What’s happening here? Where are the challenges and the good news stories? We showcase positive initiatives focussed on progress.

Brief description

By the end of the module, you will know more about key aspects of nutrition and health and be better equipped to identify and tackle the barriers that prevent you from eating well.

Indicative content

• Healthy eating on a budget: This topic will show you that healthy eating doesn’t have to be expensive! You will be given basic nutritional knowledge, as well as skills and practical tips to be able to eat a healthy diet on a budget. You will then be able to develop your own menu and share it with your peers, so you learn from us as well as from each other.
• Prebiotics, probiotics and health: You will learn about the importance of our microbiota on health, and how what we eat can modulate it. You will be provided with cooking tips and will be able to develop your own fermented foods for better gut health.
• Fat or sugar, which is worse?: You may have heard that fats are bad for our health, or perhaps you have heard it is all about the sugars? You will learn about the role of both sugars and fats in our diet; what makes them good or bad for health and the science behind it. You will be given the tools to assess your own sugar and fat intake as well as tips to implement the changes you need to eat better. 
• The British diet vs Mediterranean diet: What is a Mediterranean diet and what are its real benefits? Is it just a diet or a pattern? Can we get the same benefits as those living in Mediterranean countries? In this topic, you will explore how feasible it is for us to adopt the Mediterranean diet and lifestyle, considering the seasonality of ingredients as well as sustainability. 
• What drives our food choices?: How healthy do you think your diet is? Do you find it easy to eat well? With this topic you will become more aware of our obesogenic environment, of how the food industry talks to us, and how the media report nutritional claims. You will learn to look more closely and more critically at your environment, so you can make healthier decisions.

Brief description

This microcredential will help you to refine your current writing skills through the analysis and discussion of a range of texts and exercises, enabling you to then apply these techniques to assignments for your other modules.

Indicative content

• Speaking the language: How to develop your academic and professional vocabulary: understanding the genre; understanding your reader’s expectations.
• Meeting expectations: Why different assignments have different requirements: decoding instructions; selecting appropriate writing techniques.
• Tightening up the nuts and bolts: How to improve your writing accuracy: reviewing key grammar and punctuation issues; improving your editing and proofreading.
• Standing on the shoulders of giants: How to borrow from the greats: reviewing the principles of citing sources; using writing techniques to incorporate research into writing.

Brief description

This module will help you develop a better understanding of the difference between media reporting and scientific evaluation. It will equip you with the skills to look beyond sensational stories related to human behaviour and dig deeper into a topic area to validate the evidence.

Indicative content

• Paranormal Beliefs and Experiences: Is Extrasensory Perception Real? Is there really evidence that we can predict the future?
• Myths about the Brain: Can repressed memories be recovered in therapy? How easily are false memories created? What are the implications for the justice system? 
• Myths about our Mind and Body: Is the key to success in everyday life simply a case of posing like a powerful superhero? 
• Myths about Language: Does being bilingual make you smarter and keep your brain younger? Are bilingual people less likely to get dementia as a result of this lifelong brain training?

Brief description

Through this microcredential you will gain an insight into what the world of work may look like in the (near) future. This includes developing a knowledge of how the economy and labour market evolves and why individual skills-sets and employability are so important and intrinsically linked to this process.

Indicative content

• The future of work: What will the future of work look like? What is used to predict how the world or work will change? Can the future of the economy and of work be accurately predicted? 
• Key factors that influence change: Identifying some of the key factors that influence how the world of work and our economy evolves and changes.
• The key role of skills and personal employability: The emergence and decline of skills: skills are fundamental to the economy (and graduate employers). What skills will be most in demand and/or be most valuable to our economy in future and why? Understand the importance of skills to the economy (and to graduate employers) at both the macro and micro level. Know what specific new skills are emerging and becoming more valuable and sought after, (as others are in decline) for our modern economy and graduate labour market. 
• Labour market information - what is it for?: Labour market Information is hugely important to our understanding of our economy at any given time: and also, in looking at the present and past to help predict future growth, opportunities, shortages and skills gaps. Recognise the importance of key Labour Market Information (LMI). Have the ability to source and use key Labour Market Information (LMI). Understand how to use accurate Labour Market Information as a tool to help their own personal development and future career planning. 
• What now?: Some help and steer – suggestions to you may wish to use your new knowledge and insight to help with your own career aspirations, planning and personal/professional development while at university.

Brief description

Some businesses have the sole focus of making money whereas others exist to also make a difference. Social enterprises are becoming more popular, and recognisable, and are making an impact across the world. From supporting the homeless, to giving waste products a second life, social enterprises are fighting for various causes. 

Indicative content

• What is a social enterprise and how does it function?: What the definition of a social enterprise is with examples from different sectors.
• How do social enterprises identify problems to tackle?: How social enterprises decide on what they will tackle and how they will do it. 
• How do you gather evidence that there is a problem requiring a solution?: Way in which you can gather evidence and data to validate the idea for a social enterprise. Determining needs and wants within a category. 
• How to identify skills and knowledge gaps: Understanding the skillsets within a founding team to fulfil the tasks required to start a social enterprise. 
• How to understand the problem you are trying to solve: Knowing the problem, you are trying to solve and how this effects the target customers the social enterprise is aimed at. Looking at the issues in a customer-focussed way. 
• How to develop a social impact plan: What is involved in a social impact plan and how to put one together. 

Brief description

This module will introduce you to the study of AI and Society. Artificial Intelligence (AI) is a set of technologies and concepts and can be understood as using computers and software to denote problem-solving capacities and knowledge acquisition (intelligence) which otherwise we believe only belongs to natural beings such as humans.

Indicative content

• Introduction to the core concepts: A brief introduction to the concepts of “artificial”, “intelligence” and “society”. 
• Introduction to the problem of AI and Society: A discussion of where the problem of the impact of AI on Society comes from, presentation of some of the original debates and examples.
• Contemporary debates: A discussion of the contemporary debates about the impact of AI on Society, with examples.

Brief description

What is Artificial Intelligence (AI) and how has it shaped our past and present? These are questions we will explore on a guided tour of AI from the past to the present and the future. You will develop a better understanding of what AI is and isn’t.

Indicative content

• Historical AI: Tracing the historical development of “traditional” AI systems including aircraft autopilots, expert systems, and accounting/financial software.
• Current AI: Covering the contemporary generation of AI technologies in areas such as speech recognition (e.g., Alexa, Siri) and recommendation systems (e.g., Amazon, YouTube). Examples will be drawn from Health, Sport, Games, Engineering, Business, Law and Computing. 
• Future AI: Exploring the limitations of today’s AI when it comes to general intelligence and contextual adaptation. Examples will be drawn from Health, Sport, Games, Engineering, Business, Law and Computing.
• My AI: How AI will impact your future, and how you can use AI to help you achieve your career goals.  Reflection on how AI may inform your subject area going forward.

Brief description

This microcredential is aimed at you, if you have an interest in technology but are not experts. The microcredential will develop your digital safety and how to stay safe online.

Indicative content

• Threat Landscape: Cyberattacks and online threats. System vulnerabilities. Social Engineering. Rights and computer laws.
• Authentication: Password security. Biometrics. MFA and Password managers. Good practices for authentication.
• Secure Communication: Web browser security. Certificates and trust. Effective encryption. Secure communication methods.
• Personal Information Privacy: Information leakage. Personal information privacy and open-source intelligence. Device encryption and security. Security mindfulness.
• Malware: Types of malware. Identifying malicious software. Malware propagation techniques. Malware removal and preventative measures.

Brief description

This microcredential will help you to develop and build your own confidence in applying numeracy skills in real world situations.

Indicative content

• What is my GPA and how likely am I to get a First? (BASIC NUMERACY): Calculation and manipulation of data using Percentages, Indices (Powers), Roots, Probability, and simple equations. 
• The power of prediction (GRAPHS): Straight line graphs, Gradients, Equations of a straight line, Intercepts. Drawing graphs - Linear equations, Distances between points. Simultaneous linear equations.  
• Love a good puzzle (ALGEBRA): Changing subject of formulae. Factorisation - common factors, Difference of two squares, Trinomials. Solving simultaneous equations by Substitution and Elimination.
• Advanced power of prediction (FUNCTIONS): Introduction to functions – Linear and Quadratic and solving quadratic equations. Factorising Quadratic equations.
• Love a good triangle (TRIGONOMETRY): Trignometric functions - Sine, cosine and tangent. Trignometric formulae.

Brief description

In this microcredential, you will learn more about how digital media production professionals in the UK and China are working together to reduce barriers and identify new opportunities for collaboration and growth.

Indicative content

• History and future of videogames in China: Focussing on the videogame sector as a case study of Chinese digital creative industries, how has the videogames market and industry developed in China, how is the Chinese videogames economy currently constituted, and what does the future hold?
• Consumer trends and audience preferences: What is popular with audiences in China? What can we note about preferences in terms of narrative content, aesthetics, play styles etc. when compared with other markets?
• Policy and regulation: What unique regulations or limitations are imposed on digital media within China, and what similarities are there with other national and transnational regulations? How is creative content development and publishing shaped by policy in China? What social and ethical challenges are presented by regulation, in China as well as in the UK?
• Transnational working and co-production: How is digital creative content conceived, developed, and released by professionals working across borders? What are the challenges for small and independent creative studios, compared with multi-nationals with studios based in and outside China?
• Publishing in China: How do digital media content like videogames make it to market in China? What processes and requirements must creative businesses be aware of, and how do developers find, connect to, and work with Chinese publishers? How to consumers in China access content, including on grey markets?
• Challenges and success: Hear from UK and Chinese professionals on the China market, co-operation, the hurdles they cleared, and how they found success.

Brief description

Increasingly, the role of creativity in supporting and maintaining wellbeing is being researched and celebrated. This module will introduce you to the current theory in this area, as well as a range of creative resources shown to be helpful for both self-care and the support of others.

Indicative content

• Why does creativity matter?: An introduction to why creativity matters when it comes to mental health.
• Your brain on words: The place of stories in their various forms as a resource for wellbeing.
• Engaging the senses: The potential of tools such as music and art for self-care.

Year 3 Core Modules

You must study and pass all four core modules

Brief description

Understand the computer graphics programmable pipeline and various graphics techniques. Develop and evaluate techniques used to manipulate 3D graphics in real-time.

Indicative content:

• Graphics programming: Introduction to the graphics programmable pipeline.
• Shaders: Creation and use of shaders within the context of the programmable pipeline.
• Vertex Processing: Standard vertex processing along with more advantage processing such as height mapping and algorithmically controlled manipulation.
• Pixel Processing: Development of post processing techniques, for example blur or depth of field. Includes the use of alternative render targets
• Lighting and Shadows: A detailed look at processing lighting and shadows with the programmable pipeline.
• Tessellation: A detailed look at the dedicated pipeline stage for geometry subdivision.

Brief description

An introduction to some of the many Artificial Intelligence techniques which are currently, or could in the near future, be used to enhance the development of intelligent systems applied to various application domains..

Indicative content:

• ‘Traditional’ AI: Pathfinding, including A* and its derivatives, Flocking and Steering, Rule Based Systems, Finite State Machines.
• Academic AI Techniques: Fuzzy Logic and Fuzzy State Machines, Genetic Algorithms, Artificial Neural Networks.
• Applications of AI: Combining AI techniques to produce A-life and Intelligent Agents.
• Machine Learning: The ability of a machine to learn from its environment
• Mining: Knowledge discovery and the process of finding hidden patterns in data
• Data Analysis: The challenge of the 21st century is ‘too much data and not enough analysis’. Explore the challenges and opportunities afforded by this phenomenon.
• Intelligence on the Internet: Analyse the emergence of intelligent agents on the internet.

Brief description

Build upon previous Computer Games Technology learning and discusses the techniques, patterns, and reality of building modern game and software development from the ground up. You will apply this to forge a stronger meta understanding of how each aspect can be combined into versatile game engines and frameworks that form the foundation of game development.

Indicative content:

Exploration of Game Engines: The history of game engines and an exploration of modern game engines
Components of an Engine: Overview of the core components of popular game engines and how we can apply these practices to our own work.
Game Programming Patterns: A discussion of patterns that we can identify in external code and how we might use these approaches in the construction of software to more efficiently design and build engine architecture.
Tools and Libraries: A review and discussion of tools and libraries common to game development and how they can be used to take the load off of doing everything from scratch.
Resource Management: A game engine requires the management of a complex graph of resources. What are the best practices for ensuring performance and clarity?
Object management: To build a game within a custom engine, a developer needs to be able to define and utilise custom defined objects.
Timing and events: Reliable and consistent timing of events is core to many video games. This will provide an overview of techniques to ensure this consistency and how we can perform more advanced communication within our code.
File management: Games and engines are often required to store complex sets of persistent data. How do we plan and implement this both in game and in engine?

Brief description

Work on an interactive media project as part of a multidisciplinary team. You will be expected to contribute by taking on a professional role suited to your area of study. As part of the module, you will be expected to: communicate with clients and relevant stakeholders; participate in pitching and presentations; research and test technical pipelines; create project documentation and planning materials; and contribute to the iterative design and development of a final interactive prototype.

Indicative content:

• Team Organisation and Management: Attend and participate in team meetings, keep meeting minutes, and assign roles and responsibilities; Identify and overcome team problems, understand conflicts and approaches to conflict resolution, and engage with team building. Work together to break down top line features into implementation tasks and use industry standard project management software to assign and track these tasks as part of an iterative development process.
• Communication and Professionalism: Demonstrate the ability to communicate within the team, with tutors, with clients/mentors, and with other stakeholders in a professional and respectful manner.
• Development Methodologies: Understand and apply appropriate development methodologies framed by the requirements of a project and balance of a team, e.g. agile, SCRUM.
• Research and Concept Development: Research similar products and competitors; Research and interpret the product marketplace, considering platform, user profiles, costs, regional differences etc; Conduct visual and audio research; Iteratively develop design concepts in response to a given brief.
• Technologies and Pipelines: Research software and hardware technologies; Develop a technical plan for game development; Research, develop, test and document production pipelines.
• Style and Branding: Develop a brand for the team and the project; Research, develop, document, and communicate a defined visual and audio style; Produce marketing and promotional materials.
• Pitching and Presentation: Develop and deliver a project pitch in response to a supplied creative brief, and deliver presentations to clients, tutors, and other stakeholders; Respond to client and tutor feedback, revising aspects of the project design.
• Prototype Development, Testing, and Iteration: Use appropriate software, hardware, game engines, and other tools to deliver a working digital prototype; Engage with regular user testing to inform design iteration, demonstrating an appreciation of user experience.
• Release Management: Manage the software development process using source control, defect tracking, and build processes.
• Project Delivery: Consider the methods for delivering products to the market, including market cycles, digital distribution, and the publisher-developer relationship; Deliver a complete prototype with accompanying press kit and competition ready publisher pitch deck.

Year 4 Core Modules

You must study and pass all five core modules

Brief description

Undertake the practical and development work for a major, in-depth individual project in an aspect of your programme. Devise the idea for the project and proof of concept to support the specification of a well-researched project proposal document.in Term 1. Carry out and complete the main development work for the project in Term 2.

Indicative content:

• Investigation, Research and Selection: Initial investigation of project topic, Background research of project topic and Selection of project topic.
• Evaluation: Methods of evaluating a project.
• Legal, Social, Professional and Ethical Issues: Consideration of legal, social, ethical and professional issues.
• Proposal: Production of a project proposal.
• Project feasibility and proof of concept: Demonstrate feasibility of project.
• Self-directed problem solving, originality and creativity
• Self-motivation, initiative and insight
• Software design skills
• Recording, reporting and communication skills
• Employability and professional development

Brief description

Emerging technology trends used in computer games development. Develop and apply techniques using existing technologies to explore these trends.

Indicative content:

• Human Computer Interface: Input devices and methods of interaction with gaming platforms.
• Visualisation: Programming techniques applicable to modern video graphics hardware.
• Platform: Emerging hardware platforms used for computer games development.
• Innovation: Enquiry based activity into technologies beyond that which is currently used for computer games development.
• Designing Gameplay in Augemnted Reality: Marker detection. Game object parenting and situating. Design of appropriate gameplay.
• Markerless Scene Mapping: Use of scene mapping library. Exploration of framework choice. Design of appropriate gameplay.

Brief description

Advanced concepts of applied mathematics relevant to the degree programme.

Indicative content:

• Geometric Techniques: Approximation of curves and surfaces in space – Bézier curves, generalized Bézier curves, de Casteljau algorithm, Splines, Catmull-Rom splines, B-splines, Surface patches.
• Rigid Body Systems: Eigenvalues and eigenvectors; Diagonalization; Repeated and volume integrals; Inertia tensor; Euler’s equation of rotation; general motion of a rigid body.
• Games Programming: Games programming applied to realisation of the mathematical topics.

Brief description

Present as a dissertation, a major, in-depth individual project in an aspect of your programme. Normally, you devise the project drawing from current industry and/or research based problem areas. Undertake the work and present it in a structured and coherent manner which allows for critical and insightful review and evaluation. Write the dissertation in academic style appropriate to your domain of study.

Indicative content:

• Introduction: Introduce the topic of the project and the problem area with and appropriate research question.
• Investigate: Investigate previous work in the chosen project area and show how the work of the project relates to it.
• Justify: Demonstrate a sound justification for the approach and methodology adopted.
• Document: Document the output of the project with some originality.
• Evaluate: Critically evaluate the output, using third party evaluation where appropriate, and recognise the strengths and limitations of the work.
• Communicate: Communicate your work professionally in the required academic format/style. Demonstrate an ability for independent learning and linkage to future work and career aspirations.

Brief description

Develop knowledge and understanding of techniques used to create animation in computer graphics suitable for real-time applications. Further develop technical skills used to create animation systems across 2D and 3D computer graphics applications.

Indicative content

• Animation Content Pipelines: Examine how 2D and 3D animation assets are created and converted for use in computer game applications.
• 2D Animation: Explore how 2D animation techniques are implemented including sprite animation, its limitations and skeletal animation.
• 3D Animation: Explore how 3D animation techniques are implemented including skeletal animation and using morph targets.
• Procedural Animation: Use programming techniques to create animation procedural. Including physics-based animation and inverse kinematics.