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Session: 2022/23
Last modified: 21/07/2022 09:53:21
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Title of Module: Computer Games Honours Project |
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Code: COMP10079 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
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| School: | School of Computing, Engineering and Physical Sciences |
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| Module Co-ordinator: | Gavin
Baxter |
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| Summary of Module |
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This project module will allow a student to undertake an extensive individual project in an investigative development project within their particular area of interest and chosen specialism. If a student specifies that their next ambition is to enter a Masters level programme then the project can be more investigative in nature in terms of identifying research methodologies, performing systematic literature reviews, a smaller part of development and then some form of evaluative research to formulate conclusions. If this is the case then the project will be research based and be up to 60% research. If a student specifies that they are wishing to increase their developmental/implementation skill set then the project will be primarily design, implementation and testing where the project will be up to 60% implementation. The module will allow a student to select a research based project or a development based project.
The module is delivered via a series of synchronous online class sessions designed to inform and educate the students about the various stages undertaking their honours dissertation. The sessions are recorded with transcriptions provided to accommodate asynchronous learning. Class sessions can be viewed from the recordings via a multitude of platforms (e.g., smartphones, lap top or tablet). The module accommodates a hybrid flexible approach towards its delivery also providing students with face-to-face (F2F) support via on-campus drop in sessions. The on-campus sessions are designed to provide students with additional feedback, support and guidance in the progression of their honours dissertations.
- Implementation of a Computer Game at various levels of complexity depending on project type.
- Investigation and identification of software development lifecycle/games development methodologies.
- Investigation, identification and Performance of a Software Games testing methodology.
- Production of an Evaluation Plan utilising a suitable Evaluation methodology.
- Perform an extensive qualitative or quantitative evaluation of a Computer Game if the project is research based.
- Perform a smaller scale qualitative or quantitative evaluation of a Computer Game if the project is development based and produce a show reel of developed work.
- This module embeds the key “I am UWS” graduate attributes and in particular: Universal(critical thinker, analytical, inquiring), Work Ready(knowledgeable, digitally-literate, problem-solver) and Successful (creative, imaginative, innovative, autonomous).
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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.
Produce a plan for a defined career path either in research or development or in some form of hybrid capacity to better prepare for the next level of advancement whether that is further study or entry into the software or games industry. Produce and obtain agreement to a project specification describing the work that will be done in investigating or developing a game in a chosen topic relevant to Computer Games Development interests.
L2.
Write a detailed and critical review of the relevant literature to the topic area outlining issues, gaps, theoretical, developmental considerations and existing research. Produce a Games Design Document, Technical Design Document, Game Software Testing Plan and Log and an Evaluation with the appropriate analysis of results utilising statistical techniques.
L3.
Demonstrate an ability to critically select and apply appropriate research methodologies, software development lifecycle methodologies development techniques in producing a solution to a practical computer games related problem or area.
L4.
Critically and reflectively plan, execute and present a computing games project to develop an artefact that is fit for purpose i.e. an industry standard prototype suitable for showcasing and portfolio inclusion.
L5.
Demonstrate orally via a presentation an overview of a chosen dissertation subject area along with a developed game to be viewed by an informed audience. |
| 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 an understanding of the nature of investigative research on a games related subject and illustrate the appropriate selection of development, testing and evaluation techniques towards the development of the students' game. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Display the ability to undertake and individually coordinate a games development project focusing on the design and implementation of a research related topic. |
| Generic Cognitive skills |
SCQF Level 10.
Logically plan and execute a substantial piece of development work whilst providing evidence related to all aspects of the games development life-cycle. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Develop and enhance written communication and presentation skills in addition to development skills incorporating aspects of the games design process.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Demonstrate the ability to work autonomously to work towards project deliverables and deadlines in terms of creating a game and simultaneously writing the project dissertation. |
| 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: | |
| 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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After agreeing on a project specification with a supervisor, students will be expected to manage the project to a successful completion and will be expected to have regular meetings and updates with their supervisor.
The project work itself is a significant piece of individual work in a Computer Games related area and is intended to enable students to enhance their skills for the next step of their career. It will allow them to demonstrate their ability to apply research and/or development skills they have learned during their programme of study to produce an industry acceptable prototype worthy of forming a major part of their portfolio. The project provides an opportunity for students to be innovative and creative in how they address the problem they have chosen, to demonstrate their ability to manage their time and resources effectively, to critically reflect on the work that they have done, and to evaluate the fitness for purpose of what they have produced. The marking scheme agreed in the project specification will include some assessment of the extent to which the project objectives were achieved and the quality of what the student has produced.
The module is delivered via a series of synchronous online class sessions using Microsoft Teams addressing the relevant topics and associated structure the students require to undertake their honours dissertations. The sessions are recorded with transcriptions provided to accommodate asynchronous learning. Class sessions can be viewed from the recordings via a multitude of platforms (e.g., smartphones, lap top or tablet). The module accommodates a hybrid flexible approach towards its delivery also providing students with face-to-face (F2F) support via on-campus drop in support sessions. Students are encouraged to make use of these sessions to receive feedback and guidance regarding the writing, structure and presentation of their dissertations and also assistance on how to develop and showcase their accompanying games.
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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 | 20 |
| Tutorial/Synchronous Support Activity | 60 |
| Independent Study | 300 |
| Personal Development Plan | 4 |
| Laboratory/Practical Demonstration/Workshop | 16 |
| 400
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:
Adams, E. (2014) Fundamentals of Game Design. (3rd Edition). New Riders.
Creswell, J.W. (2014) Research Design: Qualitative, Quantitative and Mixed Methods Approaches. (4th Edition). Sage.
Greetham, B. (2009) How to Write Your undergraduate Dissertation. Palgrave Study Skills.
Macklin, C. and Sharp, J. (2016) Games, Design and Play: A Detailed Approach To Iterative Game Design. Addison-Wesley.
McMillan, K. and Weyers, J. (2011) How to Write Dissertations and Project Reports. Pearson.
Schell, J. (2015) The Art of Game Design: A Book of Lenses. CRC Press.
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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 access lecture materials and other class materials (e.g., videos) through the University’s VLE and complete the coursework and meet submission deadlines. Failure to do so will be regarded as an indicator of disengagement with the module. Disengagement from the module is defined as not having interacted within a 4-week period. If this happens then contact will be attempted with the student for conversation about circumstances. |
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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 as part of a number of specified programmes. This module is also TIGA accredited. |
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| Version Number | 1.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Research and development 80% |
| Oral Presentation of dissertation and game 20% |
(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 Games Development 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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