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Session: 2022/23

Last modified: 14/08/2019 10:41:36

Title of Module: Games Development Project

Code: COMP09097 SCQF Level: 9
(Scottish Credit and Qualifications Framework)
Credit Points: 30 ECTS: 15
(European Credit Transfer Scheme)
School:School of Computing, Engineering and Physical Sciences
Module Co-ordinator:Gavin  Baxter

Summary of Module

This module provides the student with an opportunity to plan and design for a game as part of a studio group. This mimics part of the working of a small games development studio. The student will be involved in role selection and development, market and competitor analyses, game design, project planning, prototype product creation, testing, user evaluation and full implementation of the game. The module will provide students with a firm understanding, knowledge and experience of what it is like to work in a project team (akin to a games studio) taking them through the entire process of conceptualising a game idea through to final implementation.

The basic game idea will be student group developed with the project teams conceptualising and justifying the genre of game they will develop, documenting their approach towards the design of the game, creating a prototype in addition to fully implmenting their game with a view to showcasing it at an event such as Digital Futures.

The group will meet weekly with the lecturer to ensure progress is made, problems identified, solutions implemented. The class would occasionally meet together to discuss or learn about a specific subject of interest and relevance to their work. However, it is generally the team working together, developing the game from idea to prototype with the lecturer acting as the game producer (a recognised role in games development). Students will essentailly take responsibility for their team's progress and overall management and direction of their project.

  • The scope and overall remit of the module is to provide students with a collaborative experience of working in a project environment akin to a games studio. From the initial conceptualisation of their game idea students will work in teams in all aspects of the development of their game throughout the full duration of their project life cycle.

  • The module will inform students about basic concepts of software engineering which will be embedded in the coursework. For example, students will be informed about the relevancy of software development methodologies and software testing approaches within the context of implementing their games.

  • Throughout the duration of the module students will enhance their critical thinking and analytical skill sets with a view to identifying which ones to improve upon whilst working in their project teams.

  • The module supports students in their abilities to work autonomously and collaboratively in their project roles towards critically thinking about planning and developing their creative outputs.

  • A specific purpose of this module is for students to develop their creative games with a view to developing them as a portfolio piece to show to prospective employers or at industry or university run events.

  • This module embeds the key “I am UWS” graduate attributes and in particular: Universal(Critical Thinker, Analytical, Culturally aware, Collaborative), Work Ready(effective communicator, motivated) and Successful (Driven, Transformational).

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

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.

Online with mandatory face-to-face learning on Campus

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.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2check markTerm 3


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Learning Outcomes: (maximum of 5 statements)

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

L1. Demonstrate an understanding of the development process involved in creating a game in a team environment.

L2. Develop and implement a game as part of a team illustrating evidence of good project team work.

L3. Demonstrate and provide an understanding of how to formulate games design and technical documents.

L4. Demonstrate knowledge of basic concepts of software engineering in relation to the games development life cycle.

L5. Personally reflect upon the processes involved in game design.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 9.

Students will demonstrate a broad and integrated knowledge of the subject and discipline of video games creation and preparation for video games creation.
Students must also demonstrate a good understanding of the principles of project management, documenting the various stages of a project's progression, provide evidence of their practical skills as well as decision making.
Students must also demonstrate a basic understanding of some principles associated with software engineering such as software development methodologies and software testing approaches. These methodologies and approaches will be justified and evidenced with regards to the overall development of the game.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Students will demonstrate knowledge and understanding of their practical development skills in the creation of their game. This will be achieved via evidence of good coding practice to evidence the development of the game.
Students will demonstrate an understanding of the various elements required in the creation of a games design document documenting this throughout the duration of the project life-cycle.

Generic Cognitive skills SCQF Level 9.

Students will critically analyse their development ideas and software used to ensure the end-product (i.e. the game) will be developed in accordance with the games design document.
Project teams will reflect on the decisions made with regards to the creation of their game and collectively justify their choices that have impacted on the overall direction of their project.
Students will recognise and adapt to deal with issues that arise in the group and deal with these via a suitable project management approach.

Communication, ICT and Numeracy Skills SCQF Level 9.

Students will select from and use a wide range development tools to create their game justifying their reasons for doing so.
Students will use various communication tools, such as blogs or project websites, to share ideas across the group and communicate with the supervisor (i.e. lecturer) and to showcase their project work.

Autonomy, Accountability and Working with others SCQF Level 9.

Students will exercise autonomy and initiative within a team to act upon advice and input from the lecturer.
Students will ensure the game being developed is not ethically, morally or legally dubious and seek advice from the lecturer prior to commencing their game concept.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Computer Games Design
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
Lectures will be used for class-based exploration of topics relevant to games projects. The bulk of the contact time, in the labs, will be used for group work on the project. Groups will be expected to meet outside the scheduled times to progress their work. More information on the teaching and learning approach taken in the module has been provided in the module summary.
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 Delivery12
Tutorial/Synchronous Support Activity24
Laboratory/Practical Demonstration/Workshop44
Asynchronous Class Activity124
Independent Study196
400 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

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

Chandler, H. M. (2014), The Game Production Handbook. 3rd ed. Burlington, Mass: Jones & Bartlett Learning.

Gregory, J. (2014), Game Engine Architecture. 2nd ed. London: CRC Press.

Hill-Whittall, R. (2015), The Indie Game Developer Handbook. Focal Press.

Hocking, J. (2015), Unity in action: multiplatform game development in C#. Shelter Island, N.Y: Manning Publications.

Johnson, M. and Henley, J.A. (2015), Learning 2D game development with Unity: a hands-on guide to game creation. Upper Saddle River, N.J: Harlow: Addison-Wesley.

Kremers, R. (2010), Level Design: Concept, Theory, & Practice. Mass: A K Peters, Ltd.

Lavieri, E. (2015), Getting started with Unity 5: leverage the power of Unity 5 to create amazing 3D games. Birmingham: Packt Publishing.

Rogers, S. (2014), Level up!: the guide to great video game design. 2nd ed. Chichester: Wiley.

Schell, J. (2015), The art of game design: a book of lenses. Boca Raton: London: CRC Press.

Solarski, C. (2012), Drawing basics and video game art: classic to cutting-edge art techniques for winning video game design. New York, N.Y.: Watson-Guptill.

Thorn, A. (2015), Practical game development with Unity and Blender. Boston, Mass: Cengage Learning PTR.

Totten, C. (2012), Game character creation with Blender and Unity. Indianapolis, Ind.: Wiley.

(**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)

Engagement Requirements

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

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Supplemental Information

Programme BoardComputing
Assessment Results (Pass/Fail) No
Subject PanelCreative Computing
ModeratorThomas Hainey
External ExaminerN Whitton
Accreditation DetailsThis module is accredited by BCS and Skillset as part of a number of specified programmes.
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
The module is assessed through coursework which is worth 100% of the overall module mark.
(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.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Review/ Article/ Critique/ Paper check markcheck markcheck markcheck mark300
Creative output/ Audiotapes/ Videotapes/ Games/ Simulationscheck markcheck mark check mark 450
Portfolio of practical work check mark   100
Presentationcheck mark   check mark150
Combined Total For All Components100% 0 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  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.

Equality and Diversity
This module is appropriate for any student. When a student discloses a disability, or if a tutor is concerned about a student, the tutor in consultation with the School Enabling Support co-ordinator will agree the appropriate adjustments to be made.

(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)
UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.