Staff Login
Study at UWS
Current students
Schools
Research
International
Alumni
About UWS
Contacts
Page Navigation

Module Descriptors

This page displays the selected Module Descriptor.

Printer friendly version Printer friendly version

Session: 2022/23

Last modified: 15/07/2022 20:20:52

Title of Module: Immersive Experiences Design

Code: COMP10080 SCQF Level: 10
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Computing, Engineering and Physical Sciences
Module Co-ordinator:Marco  Gilardi

Summary of Module

Computer games are traditionally played on desktop machines, on consoles connected with TVs, or on mobile devices. However, with the advent of new technologies such as Virtual Reality (VR) and Augmented Reality (AR) the paradigm of how players perceive computer games environments and interact with them is shifting, allowing developers to bridge the gap between reality and virtuality and produce immersive spaces and experiences. Reality and virtual reality are merging into the concept of extended reality (XR) thanks to VR and AR.

This module will teach students how to design, and prototype immersive XR experiences. Students will learn the principles of design for XR and the issues related to these technologies, moreover, students will learn how to use paper prototyping, wireframing, and low fidelity prototyping for XR to ensure that needs, requirements and limitations of a project are met.

After this module students will be able to design and prototype immersive experiences using XR that can be used for computer games, industry and education.

The module will introduce the following concepts:

- Fundamental principles of human centred design for XR

- Planning and desinging using Imagineering

- Wireframing and paper prototying for XR

- Low-fidelity prototying for XR

- Introduction to 3D user interfaces

  • Introduce students to new technologies that are influencing computer games development, visualisation of data, cultural experiences, and communication of information in general

  • Give students desuign and prototyping experience with Virtual Reality, Augmented Reality and Mixed Reality using different technologies

  • Make students reflect on the thinning of the gap between virtual worlds and real worlds and exploit it for innovation

  • This module embeds the key “I am UWS” graduate attributes and in particular: Universal, Work Ready and Successful. Attributes covered in this module are: Academic Universal (Critical Thinker, Analytical, Inquiring) Work Ready (Knowledgeable, Digitally Literate, Problem-solver) Successful (Autonomous, Innovative) Personal Universal (Ethically-minded, Culturally aware) Work Ready (Effective communicator, Motivated) Successful (Creative, Imaginative, Resilient) Professional Universal (Collaborative, Research-minded) Work Ready (Enterprising, Ambitious) Successful (Driven, Daring, Transformational)


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
check markcheck mark

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.


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:
check mark

 

 

 

 

 

 

Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2

 

Term 3

 

[Top of Page]


Learning Outcomes: (maximum of 5 statements)

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

L1. Apply the principles of HCI to the context of immersive experiences design

L2. Be able to design an immersive experience that span virtual and real world

L3. Be able to wireframe, paper prototype, and low-fi prototype an immersive experience that span virtual and real world

L4. Explain the principles and issues related to Virtual Reality and Augmented Reality technologies

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 10.

Demonstrate and/or work with:

Knowledge in the issues pertaining the use of immersive technologies for entertainment, visualisation and communication.

A critical understanding of the principal theories, concepts and principles that regulate the design of immersive experiences using immersive technologies.

Detailed knowledge and understanding in immersive experience prototyping.

Knowledge and understanding of the ways in which immersive experiences are designed and prototyped, including a range of established techniques of enquiry and research methodologies.

Practice: Applied Knowledge and Understanding SCQF Level 10.

Use a wide range of practical professional skills, techniques, and materials associated with immersive experiences.

Use skills, techniques, practices and materials that are specialised and at the forefront of a immersive experiences design.

Executing a defined project of research and design identifying and prototyping relevant outcomes.

To practise in a range of professional level contexts that include a degree of unpredictability and specialism.

Generic Cognitive skills SCQF Level 10.

Critically identify, define, conceptualise and analyse complex professional problems and issues.

Offer professional insights, interpretations and solutions to problems and issues.

Demonstrate some originality and creativity in dealing with professional issues.

Critically review and consolidate knowledge, skills, practices and thinking in immersive experiences design.

Make judgements where data and information is limited or comes from a range of sources

Communication, ICT and Numeracy Skills SCQF Level 10.

Present or convey, formally and informally, information about specialised topics to informed audiences.

Communicate with peers, senior colleagues and specialists on a professional level.

Autonomy, Accountability and Working with others SCQF Level 10.

Exercise autonomy and initiative in professional/equivalent activities.

Exercise significant managerial responsibility for a range of resources.

Practise in ways that show awareness of own and others’ roles and responsibilities.

Work with others to bring about change, development and/or new thinking.

Manage complex ethical and professional issues in accordance with current professional and/or ethical codes or practices.

Recognise the limits of these codes and seek guidance where appropriate.

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

* Indicates that module descriptor is not published.

[Top of Page]


Learning and Teaching
This module is delivered by means of lectures and design and prototyping activities providing a vehicle for deepening the student’s exposure to the issues related to desiging and prototyping of immersive experiences for computer games, industry, cultural experiences, visualisation, and communication.

The module aims to develop the knowledge and skills required to confidently understand and solve problems related to the use, design and prototyping of immersive experiences in the context of computer games, and the wider context of industry, education, cultural experiences, visualisation, and communication.
The module aims at encouraging students to innovate and produce immersive experiences that are unique and original giving students a bounded design problem based on an industry case study.
Students in the module will experience the full process of acquiring a client brief, developing an high concept statement from the brief, validating the idea, developing the desing document, generating low-fi prototypes of the proposed solution and finally software prototype it.

The approach attempts to mimic industry project boundaries and practices aiming to develop self reliance, enhance motivation and commitment by setting project oriented tasks in areas relevant to the Module aims.
The lectures introduce and discuss design processes, wireframing, prototyping and technical issues.
Guest talks from industry and/or researchers will augment the module and expose students to industry practices and/or latest research advances in the field.

The practical work is conducted in a manner similar to a real-life working environment and utilise a group project and a industry problem based learning approach with formative assessment employed to give feedback to students with their design, low-fi and prototyping development and to develop problem solving skills relevant to the summative coursework assessments.

The assessment will require students to develop designs, paper prototypes, and low-fi prototypes for an immersive experience (AR or VR) that can be given to developers to be implemented as a software application.
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 Delivery8
Laboratory/Practical Demonstration/Workshop36
Independent Study156
200 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:

Jason Jerald (2015) The VR Book: Human-Centered Design for Virtual Reality ACM Books

Steve Aukstakalnis (2016) Practical Augmented Reality: A Guide to the Technologies, Applications and Human Factors for AR and VR (Usability). Addison-Wesley Professional

Linowes J. (2020) Unity 2020 Virtual Reality Projects: Learn VR development by building immersive applications and games with Unity 2019.4 and later versions, 3rd ed. Packt Publishing

Oculus Documentation (2020) ONLINE URL:https://developer.oculus.com/learn/learn/

VIVE sense SDK Documentation (2020) ONLINE URL: https://developer.vive.com/resources/vive-sense/

VIVE Port SDK Documentation (2020) ONLINE URL: https://developer.vive.com/resources/viveport/

VIVE Open XR Documentation (2020) ONLINE URL: https://developer.vive.com/resources/openxr/

(**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

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Students are expected to engage with the module by attending lectures and completing weekly lab assignments.

[Top of Page]


Supplemental Information

Programme BoardComputing
Assessment Results (Pass/Fail) No
Subject PanelCreative Computing
ModeratorThomas Hainey
External ExaminerN Whitton
Accreditation Details
Version Number

2

[Top of Page]


Assessment: (also refer to Assessment Outcomes Grids below)
Group design project worth 60% of overall mark
Class test worth 40% of overall 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) Weighting (%) of Assessment ElementTimetabled Contact Hours
Class test (written)   check mark402

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Design/ Diagram/ Drawing/ Photograph/ Sketchcheck markcheck markcheck mark 600
Combined Total For All Components100% 2 hours

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

[Top of Page]

Note(s):
  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.
The learning activities involve the production of graphical computer applications and sensors hardware assembly for which support or alternative practical work can be provided for students with additional support needs.
The University policies on equality and diversity will apply to this module: the content and assessment are based on the ability to communicate in English but are otherwise culture-neutral.
For students with additional support needs, an advisor from enabling support will agree the appropriate adjustments to be made, consulting with the module coordinator if necessary.
Further guidance available from Student Services, School Disability Co-ordinators or the University’s Equality and Diversity Co-ordinator.
(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.

Copyright & Privacy | FOI | Accessibility