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Session: 2022/23
Last modified: 16/03/2022 13:36:27
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Title of Module: AI Programming for Games |
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Code: COMP09041 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Computing, Engineering and Physical Sciences |
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| Module Co-ordinator: | Paul
Keir |
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| Summary of Module |
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This module will provide a hands-on introduction to the application of artificial intelligence (AI) methods to real-world problems from the domain of videogames. Students are first introduced to mainstream videogame AI topics, including steering; individual and group pathfinding; behaviour trees; and constraint solvers. Classic topics from AI are subsequently covered, including neural networks; computer vision; and game theory. Tutorial and laboratory material is developed in the C++ programming language; alongside the Raylib library for interactive graphics and sound.
This module will work to develop a number of the key 'I am UWS' Graduate Attributes. Of those attributes, this module will focus on making those who complete this module: Universal (Critical Thinker & Research-minded); Work Ready (Problem-Solver, Effective Communicator & Digitally Literate); and Successful (Autonomous, Imaginative & Resilient).
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate an understanding of current strands in artificial intelligence applied to videogames.
L2.
Investigate, via programming, the techniques covered in the course.
L3.
Select an appropriate technique for any desired aspect of intelligence.
L4.
Apply these techniques within software relevant to videogame development. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Demonstrate an understanding of the scope and defining features of artificial intelligence within the domain of computer games; along with an integrated knowledge of its main areas and boundaries.
Show a critical understanding of a range of the principles, principal theories, concepts and terminology of computer game AI. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Apply knowledge in using a range of algorithms, libraries, development tools, and development methodologies associated with the domain of computer games.
Apply skills and understanding to techniques, practices and materials that are specialised and advanced. |
| Generic Cognitive skills |
SCQF Level 9.
Undertake critical analysis, evaluation and synthesis of ideas, concepts, information and issues in solving real-world game AI problems within interactive graphical environments.
You will draw on a range of source in making judgements including contemporary library materials, and online resources. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Use and develop C++ programming skills while completing laboratory exercises. Develop written communication skills via the submission of a formal report, incorporating graphical results, for set assignments on specific AI problems relevant to videogames. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise autonomy and initiative in the completion of set assignments for a deadline.
Through a group assignment, you will practise in ways that show awareness of your own and others’ roles and responsibilities. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | C++ |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| Motivation, case-studies, algorithms and theory are presented in lectures and applied in hands-on laboratory exercises. Laboratory sessions target relevance to the industrial practise of game development; focusing on performant solutions to multiple tractable common problems; tackled using the industry-standard C++ language. Additional reading materials and other online resources are provided. Opportunities are taken to link the materials to problems arising in AI in computer games. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Laboratory/Practical Demonstration/Workshop | 24 |
| Asynchronous Class Activity | 50 |
| Independent Study | 102 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Millington, I. (2019) AI for Games (Third Edition), CRC Press
Rabin S. ed. (2002,2003,2006,2008) AI Game Programming Wisdom (1-4), Cengage Learning
Buckland M. (2004) Programming Game AI by Example, Jones and Bartlett
Rabin S. ed. (2013,2015,2017) Game AI Pro (1-3): Collected Wisdom of Game AI Professionals, AK Peters/CRC Press
Russell S. and Norvig P. (2016) Artificial Intelligence: A Modern Approach, Pearson
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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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:
Students are expected to attend the on campus weekly teaching sessions. A record of attendance is kept, and timely submission of assignments is expected. |
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Supplemental Information
| Programme Board | Computing |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Creative Computing |
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| Moderator | Thomas Hainey |
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| External Examiner | N Whitton |
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| Accreditation Details | This module is accredited by BCS and TIGA as part of a number of specified programmes. |
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| Version Number | 2.10 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| The first assessment is a coursework provided as a set industry-relevant problem relating to material covered in the first three weeks of the module. The coursework requires the submission of a written report, along with a substantial piece of well engineered software; created using the course programming language. The coursework is set to be completed in groups. The first coursework is worth 30% of the final overall mark for the module. |
| The second assessment is a coursework provided as a set industry-relevant problem relating to material covered in weeks 5 to 9 of the module. The coursework requires the submission of a written report, along with a substantial piece of well engineered software; created using the course programming language. The coursework is set to be completed in groups. The second coursework is worth 40% of the final overall mark for the module. |
| The third and final assessment is a class test, comprised of questions drawn from any topic covered during the module. The class test is worth 30% of the final overall mark for the module. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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This module is appropriate for any student.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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