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Session: 2022/23

Last modified: 21/07/2022 10:15:22

Title of Module: Games Development Portfolio Project

Code: COMP09114 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 design a game replicating the realism of working as a small games development studio. The students are involved in development, game design, project planning, prototype and full product creation, testing, user evaluation and full implementation of their game. The module provides 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 module places a firm emphsis upon equipping students with the entrepreneurial and world-ready meta-skills required to progress towards a career in the games industry. Teamwork and communication are key skills accentuated in the module and are key graduate attributes required within the games sector. 

The module adopts a flexible and hybrid approach towards pedagogical delivery. Class sessions that include guest talks from people within the games industry are delivered synchronously online. Sessions are recorded with subtitles to accommodate digital accessibility and can be accssed through multiple devices (e.g, smartphone, tablet or lap top). Students can view the recoded sessions at their own convenience to support the pace of their individual learning. Course material is available via the learning experience platform Aula and also through the Microsoft Teams Channel for the module. For students requiring face-to-face (F2F) support, an on-campus experience is provided with drop in sessions allowing students to receive feedback and guidance in relation to their projects.


  • 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 team working and communication 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 games.

  • A specific purpose of this module is for students to develop their games with a view to developing them as a portfolio piece to show to prospective employers or at industry or university run events. Students are regularly encouraged throughout the module to showcase their work on LinkedIn to promote their online presence for employability purposes.

  • 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 and communication.

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

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

L5. Personally reflect upon the processes involved in game design in the context of a project team.

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 and version control, 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 documenting of 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 communicate with project team members remotely online or face-to-face (F2F) to plan and work constructively together throughout the duration of their project.

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
Class sessions are used for class-based exploration of topics relevant to games projects. The bulk of the contact time, on-campus or online via Microsoft Teams, will be used for group work by the students on their projects. Groups will be expected to meet regularly outside the scheduled class times to discus and review progress of their project work. This can be achieved in person during the on-campus sessions provided or virtually using communication platforms such as Microsoft Teams, Zoom, Discord or Unity Collaborate. Predominately, most of the interaction in the project teams will be undertaken online. Project management platforms such as Trello and version control platforms such as GitHub can be used to ensure the smooth progression of project delivery. 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 Activity22
Laboratory/Practical Demonstration/Workshop38
Independent Study228
300 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

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance 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 Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure.

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Supplemental Information

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


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Assessment: (also refer to Assessment Outcomes Grids below)
Games Design Document and Prototype (50%)
Technical Design Document and Full Implementation (50%)
(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
Design/ Diagram/ Drawing/ Photograph/ Sketch  check markcheck markcheck mark350
Creative output/ Audiotapes/ Videotapes/ Games/ Simulationscheck markcheck mark   150

Component 2
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
Creative output/ Audiotapes/ Videotapes/ Games/ Simulations  check markcheck markcheck mark400
Presentationcheck markcheck mark  check mark101
Combined Total For All Components100% 1 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.
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.