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Session: 2022/23

Last modified: 21/07/2022 11:32:44

Title of Module: JavaScript Games: Programming Fundamentals

Code: COMP09090 SCQF Level: 9
(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:Derek  Turner

Summary of Module

This module is intended to develop student’s abilities in the use of core web technologies: HTML5, CSS and JavaScript.  This is done within the context of game development.
Students are introduced to HTML5 elements to add structure to web documents.  Cascading style sheets are added to control the appearance of structured elements. 

In many cases CSS frameworks are used to style components within a web page and control the user interface.  The common features of a collection of frameworks will be presented and customization will be applied using SASS.  Students can then investigate particular products from a list which would include Bootstrap, Bulma, Material Design Lite, Materialize, Milligam, Pure, SemanticUI, Skeleton, Tacit, Tailwind and UIkit.

JavaScript is the popular language which can be applied to both client and server-side programming of web applications. The basic syntax and common constructs will be introduced.  The object oriented and functional approaches to programming will be contrasted.  An awareness of design patterns in programme construction will be developed.  This is a continuously evolving language and evolution of programming constructs up to the current version ES12 (2021) will be discussed.

To add a context students will gain an overview of available graphic and gaming frameworks such as Phaser, BabylonJS, A-Frame and ThreeJS.

The key framework functionalities which facilitate game construction will be exercised.

By the end of the module students will have a solid foundation in the fundamental elements required for JavaScript-based games and use these to create a realisable game design brief.

  • 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)

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 2


Term 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 and work with an understanding of the scope and defining features of HTML5, CSS and JavaScript, and an awareness of forefront developments.

L2. Apply JavaScript programming knowledge skills and understanding to a range of the principal elements required for the development of game scenes.

L3. Practise programming and design in ways that show awareness of own and others’ roles and responsibilities.

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.

A sound understanding of website production using HTML5, CSS and JavaScript.
A working knowledge of a JavaScript framework supporting the development of a game and graphic applications.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Ability to work with standard approaches to create graphic elements for games development implemented in JavaScript, HTML5 and appropriate frameworks.

Generic Cognitive skills SCQF Level 9.

Offer professional level insights, interpretations and solutions to communicate and implement game design ideas.
Develop concepts for a game design brief.

Communication, ICT and Numeracy Skills SCQF Level 9.

Offer professional level insights, interpretations and solutions to communicate plan and implement game design ideas.

Autonomy, Accountability and Working with others SCQF Level 9.

Exercise autonomy and initiative in designing and developing web games.

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

* Indicates that module descriptor is not published.

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Learning and Teaching
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 working in pairs to create a game design and present this within a well themed web site.
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 Activity12
Laboratory/Practical Demonstration/Workshop36
Independent Study152
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:

Essential underpinning will be identified on the module's VLE site.

Essential web resources will be identified on the module's VLE site.

Recommended reading:

Mcgrath, M. (2020). HTML, CSS & JavaScript. Leamington Spa, Warwickshire, United Kingdom: In Easy Steps.

Shenoy, A. (2018). CSS framework alternatives : explore five lightweight alternatives to Bootstrap and Foundation with project examples. California: Apress.

Ferguson, R. (2019). Beginning javascript : The ultimate guide to modern javascript development. Berkerley, Ca.

Haverbeke, H. (2020). Eloquent JavaScript. [online] Available at:

Kereki, F. (2020). Mastering JavaScript functional programming : write clean, robust, and maintainable web and server code using functional JavaScript. Birmingham: Packt Publishing.

Other Resources:

A Windows PC or Mac with a modern browser and a programming development environment.

(**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:
For the purposes of this module, academic engagement equates to the following:
Submission of a website incorporating game graphic elements and a design document at the planning stage. Active participation in 75% of scheduled sessions (including face to face and online formats)

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Supplemental Information

Programme BoardComputing
Assessment Results (Pass/Fail) No
Subject PanelCreative Computing
ModeratorMarco Gilardi
External ExaminerN Whitton
Accreditation DetailsThis module forms a core component of a programme accredited by the British Computer Society
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Single assessed Component comprising:
Practical Written Assignment – individual web game design specification and website – 30%
Practical Development Project - working in pairs to the implementation of a web game and supporting documentation - 70%
(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) Weighting (%) of Assessment ElementTimetabled Contact Hours
Design/ Diagram/ Drawing/ Photograph/ Sketchcheck markcheck markcheck mark302
Creative output/ Audiotapes/ Videotapes/ Games/ Simulationscheck markcheck markcheck mark704
Combined Total For All Components100% 6 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
There are no specific requirements for this module beyond the facilities already available in the university to assist students with additional support requirements. The assessment regime will be applied flexibly so that a student who can attain the practical outcomes of the module will not be disadvantaged.
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.