Module Descriptors

This is a core first year module for the undergraduate degree programme in Computer Games Development and an optional module for the Computer Animation Arts programme.  This module will introduce various aspects associated with the construction of computer games including rudimentary terminology, production of games design documents, psychology of play and motivation for players playing computer games, what makes a good game, game mechanics, computer games history from the 1940's to the present, games design, story narrative, testing and games development lifecycle models.  The students will work on their own or in a group of two, supported by tutorials, developing design documents for game ideas of their own choice. 

The students will develop a games design document utilising a template and a small game implementation using a game development environment. The module will focus on Game Maker Studio and Unreal allowing them to experience and see aspects of programming via blueprints and scripting as well as game flow and balance to allow production of a small show reel of their work that will allow a playthrough, critical reflection and descriptive commentary to boost their Porfolio and bolster their understanding of producing evidence for future modules. The module will develop soft skills such as presentation skills, critical reflection and problem-solving skills as well as visualisation of programming principles.  The module will adhere to the UWS Curriculum framework and TIGA accreditation by being student centric utilising industry standard tools and pedagogies for the diverse group of students and the two cohorts.  

• This module embeds the key "I am UWS" graduate attributes and in particular: Universal(Critical Thinking, Analytical, Inquiry), Work Ready(Digitally Literate, Problem-solver), Successful(Creative, Imaginative).


• The module will be flexible and hybrid where class activities will be a combination of remote, on-campus, recorded and live interactive sessions utilising the innovative VLE of UWS.


• The module will recognise the diversity of the student body in both cohorts and provide adaptive and permutational assessments to support the learning of individual students by allowing them to pursue their interests.


• Authentic assessment will be integrated by the encapsulation of soft skills and allow students to present their game ideas for peer review.

On successful completion of this module the student will be able to:

L1. Create a games design document

L2. Create a game or level using a Games Engine

L3. Present the game in a show reel with critical and descriptive commentary or a playthrough and submit it for peer assessment

L4. Demonstrate a basic knowledge of the History of Computer Games

A broad understanding of the issues relating to computer games development from idea, through design to product. This also includes computer games history, computer games design, Psychology of play, game mechanics, development lifecycles and testing. There will be a class related activity series on Computer Games History from the 1940's to the present.

Produce a games design document and implement a small prototype game or level in a game engine selected after appropriately following a number of tutorials.

Integrate ideas form class activities and VLE materials presented to create a good game in terms of level design, character design, genre, game objects, game mechanics and the utilisation of a games-development lifecycle.

Create a document(s) using shared document editing software.
Take part in demonstrating/presenting a game(s)
Produce a reflective/descriptive show reel for portfolio.

Work with others to create, discuss, develop and select game ideas.
Attend meetings with tutor at agreed times.
Demonstrate completed game(s) to peers.
Playtesting.
Demonstrate historical knowledge of Computer Games by completing small interactive quizzes that will contribute to overall grade(s).

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
For the purposes of this module, academic engagement equates to the following:
Students are expected to access videos and other class materials through the VLE, complete tutorial exercises and lab exercise and meet submission deadlines, failure to do so will be regarded as an indicator of disengagement with the module. Disengagement from the module is defined as not having interacted within a 4 week period. If this happens then contact will be attempted for conversation about circumstances.

2.11

1. More than one assessment method can be used to assess individual learning outcomes.
2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
   This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.