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Session: 2022/23
Last modified: 15/07/2022 20:28:06
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Title of Module: Game Engine 2 |
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Code: COMP09105 |
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: | Marco
Gilardi |
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| Summary of Module |
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Game engines, such as Unity and Unreal, have changed the creative industry significantly. By using game engines, individuals and indie game companies and indutries from various sectors are capable to create professional games and interactive application in a shorter period of time.
In Game Engine 1 games development using an industry game engine was introduced, this module is a continuation of that introduction taking it to more advanced topics, aiming to teach advanced development techniques and principles, optimization techniques and advanced graphics using a Game Engine.
In summary, the module will teach:
- Optimisation to improve game performance
- Advance realism in UI and game environment
- Code Structure and Reusability
- Multiplayer and Databases
- 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 knowledge and understanding of theories and principles in advance graphics rendering, optimisation, code reusability and client server for multiplayer games
L2.
Demonstrate the ability to design and develop a prototype game with techniques covered in this module
L3.
Demonstrate the ability of producing a well structured and document game with techniques covered in this module |
| 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.
Understanding of rendering and optimisation in game engine
Understanding of the multiplayer concept in game engine
Understanding of database design and implementation in game engine
Understanding of the concept of design pattern in game design
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Ability to implement an optimised game with advance features and programming techniques
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| Generic Cognitive skills |
SCQF Level 9.
Undertake synthesis of ideas, concepts and information to develop games using a game engine |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Use of range of specialised software in addition to a game engine |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise autonomy and initiative in developing ideas, design a game and implement it. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
COMP08079
| Module Title:
Game Engine 1
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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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| The module provides lectures and tutorials to introduce the concepts and principles that underpin the practical element of the module. Laboratory based sessions guide students through a series of exercises allowing them to develop the ability to create their own work. Exercises are presented each week which students are expected to undertake and demonstrate to show developing competence with the subject matter |
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 | 10 |
| Laboratory/Practical Demonstration/Workshop | 36 |
| Independent Study | 154 |
| 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:
Dickinson, C. (2019). Game Optimization - Third Edition: Optimize all aspects of Unity performance. Packt Publishing
Unity lear online resources (https://learn.unity.com/)
Borromeo N. A. (2020) Hands on Unity 2020 Game Development: Build, customize, and optimize professional games. 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:
Students will be required to engage with the module by attending lectures and completing weekly lab asssignments. |
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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 | 1.07 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Game design document (40%) |
| Implementation of game prototypes to meet a given specification (60%) |
(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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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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