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Session: 2022/23
Last modified: 21/07/2022 16:23:30
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Title of Module: JavaScript Games: Programming Design |
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Code: COMP10057 |
SCQF Level: 10
(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: | Derek
Turner |
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| Summary of Module |
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This module builds upon the foundations laid in JavaScript Games: Programming Fundamentals module. Students will revise their game design ideas and implement a playable game hosted online.
The module will examine further web technologies and algorithms and review best practices to facilitate the creation of a moderately complex JavaScript game.
Topics covered will include:
- Detailed use of a JavaScript game engine.
- Design and implementation of games with 3D features.
- Node.js as a JavaScript runtime engine.
- Theory and practice of server-side scripting and SQL database for web games.
- Multiplayer games
- Code Reusability through Design Pattern techniques and Modularity for Web Games Development
- Techniques to implement best practices in web games development such as Test-Driven Development, Version Control and documentation
- Hosting and Monetisation of Web Games
The module focuses on applying these and students will spend much of their time programming and doing practical development work in the lab sessions. The module includes a project to develop a web game using a scripted games framework combined with the techniques covered in this module.
- This module embeds the key “I am UWS” graduate attributes and in particular: Universal(critical and analytical thinking, Emotionally-intelligent, Collaborative, Research-minded), Work Ready(digitally literate, problem solver, effective communicator, Motivated, Potential leader, Ambitious) and Successful (Autonomous, Innovative, Driven, Transformational)
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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 some originality and creativity in the aesthetic and functional conceptualisation of a game design.
L2.
Apply knowledge, skills and understanding in executing a defined game development project, efficiently managing, and documenting the code and assets using appropriate software tools and techniques to implement deploy and publicise the game.
L3.
Work with knowledge and understanding of specialised current technologies to implement the game with a multiplayer or 3D features.
L4.
Critically evaluate a completed game. |
| 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 10.
Demonstrate and work with a broad knowledge of the relevant programming languages concepts and principles: adopting an object-oriented approach to coding which including design patterns applied to the context of web-based games development.
Detailed and specialised critical knowledge of current technologies and design principles for the production of multiplayer or 3D web-based games.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Use a wide range of the principal professional skills techniques and practices and in the design and implementation of a multiplayer or 3D web-based game. |
| Generic Cognitive skills |
SCQF Level 10.
Critically define, conceptualise, and analyse a game design and generate a creative response to the problems and issues identified in implementation.
Critically evaluate a completed project to extend knowledge skills practice and thinking in web game production.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Use a wide range of routine and specialised skills to communicate the design and planning of a game and present a well edited video asset publicising it. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Practise in ways that show awareness of own and others’ roles and responsibilities in
working in a team to produce a product to a given specification. Managing a complex project.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
COMP09090
| Module Title:
JavaScript Games: Programming Fundamentals
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| Other: | |
| 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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| Learning materials are provided as pre-recorded videos, live synchronous presentations and code demonstration. Staff will provide feedback within face to face labs and some online sessions to guide and assist students in completing games to their own design. |
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) |
| Tutorial/Synchronous Support Activity | 12 |
| Laboratory/Practical Demonstration/Workshop | 36 |
| Independent Study | 152 |
| 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:
Development environment: access to a web server for game publication, access to a software version control system (GIT), access to a limited range of web services (e.g. a high-score service, game-state management services)
Recommended text books:
Faas, Travis (2016) An Introduction to HTML5 Game Development with Phaser.js. A K Peters/CRC Press.
Lodriguez, O. (2018) Let’s Build a Multiplayer Phaser Game: With TypeScript, Socket.IO, and Phaser, Apress
Moreau-Mathis, J. (2016) Babylon.js Essentials, Packt Publishing
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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:
Submission of a website and design document at the planning stage. Submission of a website and well-structured and formatted design document accompanied by a publicity video. Active participation in 75% of scheduled sessions (including face to face and online formats) |
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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 | |
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| Version Number | 2.13 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Practical Written Assignment – individual web game design specification and website – 30%
Practical Coursework - working in pairs (or individually) to the implementation of a web game and supporting documentation demonstrating the techniques and practices discussed in the module - 70%
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(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 suitable for any student. The assessment regime will be applied flexibly so that a student who can attain the practical outcomes of the module will not be disadvantaged. If required suitable adjustments can be made with taking advice if required from Learning Support.
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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