Programmer working in a software development and coding technologies. Website design.Technology concept Programmer working in a software development and coding technologies. Website design.Technology concept

Available with:

  • Foundation Year

Accreditations


Course Summary

Our Games Development degree aims to produce industry-ready graduates with all the skills, knowledge and experience required to successfully enter a career in computer game development. Our game development modules teach the programming, design, artistic and professional skills used across the industry, using the same tools and software used by real-world developers. There is a focus on creating full, portfolio ready work, integrating all taught skills into individual and group-based projects.

The course is situated in the School of Computer and Engineering Sciences. This is a forward-thinking school that prioritises student satisfaction and employability. The University is known for its high-quality teaching, and the staff our course are no exception. Our team of experienced lecturers brings both research and industry experience to the course. Ralph Ferneyhough, in particular, has 20 years of experience in the games industry and has contributed to over 30 published commercial games.

The course is accredited by BCS, The Chartered Institute for IT for the purposes of fully meeting the academic requirement for registration as a Chartered IT Professional.


What You'llstudy

Will allow you to build fundamental skills in scientific and mathematical topics, as well as underlying study practices, to prepare you for a degree.

Module content:

  • Reading and writing critically.
  • Constructing and evaluating an argument.
  • Note-taking techniques for reading and listening.
  • Understanding plagiarism and academic integrity.
  • Introduction to reflective practice.
  • Preparing for, and delivering, powerpoint presentations.
  • Referencing and citation.
  • Summarising and paraphrasing written sources.
  • Literature searching.
  • Report writing.
  • The culture and expectations of higher education.
  • The assessment process including the role of assessment criteria and feedback.
  • The nature of research journal publishing.

Whilst much of the content above is generic, students will be encouraged to situate skills within the context of the undergraduate discipline they are entering, which leads to some variation in emphasis for certain skills.


Module aims:

1.To raise awareness of the range of study skills required for successful higher education studies, including the process of academic writing, reading strategies, seminar skills, organisation of time and materials, planning for and meeting deadlines, understanding and responding to feedback.

2. To introduce students to concepts such as plagiarism, academic integrity and appropriate use of artificial intelligence tools.

3. To facilitate an effective transition into higher education by exploring, and providing guidance in, the key elements of successful undergraduate studentship including students' understanding of taking responsibility for their own learning.

4. To teach students how to undertake a literature, visual or data review for their discipline and be able to differentiate between a valid, reliable source and an unsubstantiated or irrelevant source.  

Module content:

  • Research and planning skills.
  • Becoming familiar with topics that comprise their undergraduate degree subject.
  • Developing a knowledge base for a discipline of study.
  • Identifying areas of interest.
  • Application and development of critical analytical skills.
  • Development of self-directed study.
  • Use of learning resources.

Module aims:

1. To develop students' skills in planning and writing an essay.

2. To familiarise students with the process of tutor supervision for a written piece of work.

3. To give students an opportunity to focus on a topic within their undergraduate degree subject.

4. To write a piece of work that allows the student to broaden and deepen knowledge on a topic of their choice.

5. To prepare and deliver an academic poster presentation outlining the student's research topic.

Module content:

  • Binary and Hexadecimal number systems, including conversions and mathematical functions.
  • Introduction to set and graph theory.
  • The Fetch-Decode-Execute cycle
  • CPU architecture
  • Hardware components in a computer system.
  • Key algorithms for searching and sorting
  • Introduction to formal languages used to describe algorithms
  • Assessing algorithm efficiency with Big O notation
  • Website creation with HTML and CSS with an introduction to website hosting.
  • Network protocols and data transmission techniques.
  • Boolean Algebra and the use of logic gates within the computer system.

Module aims:

To introduce the purpose of the processor and breakdown the steps taken to execute a single instruction in a computer program

To develop familiarity with key algorithms that search through or sort data, and to become aware of how an algorithms efficiency can be measured.

To be aware of the different number systems utilised by computers and be able to convert numbers between the respective number systems

To develop an awareness of how websites are created using HTML and learn how website data is transferred between a server and the end-users computer.

Module content:

  • Cybersecurity terminology
  • Cybersecurity tools and technical security solutions
  • Programming from a cybersecurity perspective
  • Introduction to Information and System Security
  • Core threats to Information and System Security (technical, social engineering, organisational structures) 
  • Introduction to Information Security Management Systems (ISMS) e.g. the CIA triad, risk management, security policies and standards
  • Introduction to penetration testing
  • Social engineering

Module aims:

1. To provide students with an understanding of the core concepts within cybersecurity.

2. To identify core threats and their impact.

3. To familiarise students with the basics of Information Security Management Systems (ISMS).

4. To present how hackers operate and cybersecurity tools. 

 

 

Module content:

Algebra

Geometry

Trigonometry

Calculus

Matrices

Vectors

Probability

Statistics


Module aims:

  1. To provide a good grounding in mathematical application, method and technique.
  2. To prepare students with the mathematical skill required for undergraduate degrees in Computing.

Module content:

  • Understanding the full software development lifecycle from requirements definition to implementation 
  • Focusing on developing Python programming techniques.
  • The use of Artificial Intelligence as an aid to faster and higher quality programming.
  • Developing an understanding of different data and collection types.
  • Utilising control flow, loops and functions.
  • Working with the NumPy and Pandas libraries for Data Science
  • Exploring data visualisation with Seaborn and Matplotlib
  • Data pre-processing for machine learning
  • Building regression models to explore and utilise trends within data
  • Using a range of common techniques to measure performance of machine learning models
  • Exploring real life uses and practical examples of machine learning

Module aims:

To understand the full software development lifecycle from business requirements definition, to functional specification, programming, quality assurance (testing) and implementation

To develop an understanding of programming in Python and to be able to code to a high degree of fluency independently and with assistance from AI tools where appropriate

To be able to use popular data science libraries in Python in order to be able to process and analyse real world data.

To understand the difference between regression and classification algorithms and be able to utilise their outcomes to make accurate predictions with data sets.

To develop technical skills in the Seaborn graphing library in order to show charts and graphs to visualise data and to show accuracies of models.

You will begin by learning the fundamentals of game development, technical requirements and standards, making use of leading-edge development tools.

Module content:

1. Introduction to the games development industry

  • How games are funded, developed, distributed and sold to consumers
  • How game studios and game development teams are structured 
  • Job roles that are available and found in the games industry
  • Different game platforms and how they impact game design choices

2. Introduction to the principles of effective game design and documentation.

  • Components and design choices that make up a computer game
  • An introduction to common game design theories and techniques
  • Balancing difficulty and progression in games
  • The importance of the user experience and methods used to improve the players' experience
  • Developing and maintaining industry standard documentation. E.g. Game design documents, level design documents,
    etc.

3. Introduction to digital interactive storytelling and world design

  • Level design theory for single player games
  • Designing and authoring digital environments and worlds
  • Storytelling techniques that can be applied to interactive products

4. Introduction to game engines and development environments

  • Developing a game using a modern game development engine
  • Creating a game using a modern game programming language.
  • How to structure a game development project
  • Combining assets from multiple development environments into a single project

5. Evaluating and utilising information sources

  • Researching topics through advanced google searches and journal databases
  • How to search and utilise game engine documentation to aid game development
  • Searching for solutions to problems and adapting information to meet the needs of a project

Module aims:

  1. To introduce students to game design concepts and theories that enable them to design effective computer games
  2. To provide students with knolwedge of the tools and practical skills needed to implement and develop computer games in a game engine
  3. To equip students with the knowledge and skills to design and build interactive environments for computer games
  4. To give students an understanding of the various professional issues and conventions required as part of a games development team
  5. To enable students to develop research and communication skills
  6. To ensure the students understand the process of developing their skills both inside and outside formal workshops, and tackle formative work as well as assignments to develop a game portfolio piece.

Module content:

  • Defining user experience design and the various subsets; including usability.
  • An introduction to human factors and human-centred design standards.
  • History of HCI and issues surrounding technology and innovation.
  • Practical design and prototyping of user interface solutions to solve 'real world' problems.
  • Experimenting with iterative team-based design and development exercises covering insights gathering, design processes, industry-approved frameworks, and user testing and evaluation.
  • Introduction to careers in UX.

Module aims:

  • To encourage critical reflection on the needs of humans as users/consumers, and the demands and relevant constraints imposed.
  • To ensure awareness of the rate of technological change, the effects on users/consumers, and the issues relevant to user experience designers.
  • To promote inquiry into current leading digital technologies and possible future developments in ubiquitous computing.
  • To give practice in the design and prototyping of user experiences and user interfaces, especially for web-based, console, desktop systems, and mobile devices.
  • Gain "real-world" experience of taking part as a team member in a software development project.

Module content:

  • Referencing
  • Plagiarism
  • Literature searching
  • Professional Bodies
  • Employability
  • Ethics
  • Law (data protection, computer misuse act)
  • Copyright and intellectual property
  • Personal reflection
  • CPD
  • Feedback
  • Questionnaire design: Likert scale, numerical data, coding,
  • Correlation
  • Parametric and non-parametric tests

Module aims:

To introduce the key skills required of the computing professional, comprising oral and written communication, along with an awareness of professional aspects of computing practice.

The two components of the module address respectively:

  • Introducing students to the concept of professional ethics and behaviour, the place of computers in society and the legal aspects of computing;
  • Developing skills in summarising, quoting, paraphrasing, critical analysis, grammar, referencing, poster construction and oral presentation, and teaching writing as a process approach to composing academic papers.

Module content:

• Linear algebra: Vectors, Matrices (2D and 3D);
• Geometric and trigonometric problem solving;
• Logarithmic functions;
• Simple differential equations;
• Set theory;
• Simultaneous equations;


Module aims:

A good mathematical grounding is essential for all computing scientists. The mathematics in this syllabus provides the foundation for deeper analysis and understanding of computing subjects, and enhances the student’s ability to make sound judgements regarding the appropriate technology that they will use in the course of their career.  Wherever possible, mathematical theory is taught by considering a real example, to provide students with the context for the mathematical tools they will use.  Solutions are considered by both analytical and numerical techniques. Where basic principles are involved, some proofs will also be taught.

Module content:

  • Computer architecture
  • State machines
  • Basic computing mathematics - binary and hexadecimal number systems; simple uses of binary/hexadecimal; basic probability and random numbers
  • Computer systems components, data representation, fetch-execute cycle, logic gates and Boolean algebra, how computer systems work, interrupts and Input/Output
  • Levels and types of software, memory and secondary storage, operating systems (local and network), user interfaces, process management, memory management, file management
  • Computer performance, modern computer systems and concepts
  • Foundations of networking (Routing, IP Addressing, Network topologies, OSI model, TCP/IP)
  • Network traffic, packets, headers, encapsulation
  • Virtual Private Networks

Module aims:

To gain a knowledge and understanding of how various software and hardware components interact to produce working computer systems.

To gain an understanding of the fundamentals of networking

Module content:

  • Integrated Development Environments
  • Syntax, semantics, basic debugging
  • Data Types - primitives and objects
  • Control Flow - conditional and iterative (including collection iterators)
  • Basic Collection types, e.g. Arrays
  • Input and Output (Console and File based)
  • Method calls and parameter passing
  • Object Orientation - Behaviour and State
  • Class implementation - properties, methods and constructors
  • Static methods and variables
  • Unit testing
  • Inheritance, subtyping and method overriding
  • Basic refactoring
  • Recursion
  • GUIs, Event handlers and event driven programming

Module aims:

  • To introduce a high level programming language, such as Java
  • To introduce the concept of Object Oriented Programming
  • To enable students to gain familiarity with the key constructs of a programming language
  • To enable students to recognise and differentiate between different types of errors in programming code
  • To introduce event-driven programming in the context of a Graphical User Interface

Module content:

1. 3D game asset creation

  • An introduction to 3D asset creation tools in a modelling suite
  • Basic components and polygon manipulation
  • Preparation of models for their use in game engines
  • Unwrapping of models to enable texturing
  • Texture creation and techniques

2. 3D game asset design and engine compatibility

  • Working to a brief and restrictions on development (e.g. tri/poly counts and dependencies, engine optimisation, and platform specific information and/or restrictions)
  • Conceptual designs and sourcing reference material for asset creation
  • Considerations on naming conventions and file organisation
  • Modelling based on complex concept art

3. An introduction to a 3D game engine

  • Core principles of games engine - a development environment for rapid creation
  • Introduction to conceptualising game environments within the engine
  • Optimisation of assets for use within the engine
  • Exporting assets from the modelling suite and importing them into the game engine

4. Asset portfolio creation

  • Creation of a set of models suitable for use in a single game environment
  • Application of consistency and logic to the assets in an environment

Module aims:

  1. To introduce students to practical techniques and standard practices associated with professional interactive entertainment development.
  2. To provide the student with a firm foundation of the fundamental principles and underlying theories behind the planning and creation of immersive environments.
  3. To allow students to develop a practical development pipeline from conceptualisation through to finished, game-ready assets.
  4. To equip the student with first-hand development knowledge in both a current modelling suite and a modern games development engine.
  5. To ensure the students understand the process of developing their skills both inside and outside formal workshops, and tackle formative work as well as assignments to create a final, assessed portfolio of 3D assets.

Module content:

An introduction to the Cybersecurity realm:

  • Foundations of computer systems, software, and networking, with respect to the Cybersecurity perspective
  • Threats, resolutions, and auditing, relating to IT systems and governance
  • Speaking Cyber - Core understanding of Cybersecurity terminologies
  • Implementing secure systems. Illustrative of what may be covered include:
    • Design and development considerations
    • Selecting and applying core technologies
    • Cryptography
    • Human factors
    • Auditing (security audits, logging, digital investigation
      etc.)
    • Defense-in-depth
    • Pentesting
    • Access control

Module aims:

  • To give a solid whole-picture foundation which can then be harnessed later in CO5606 and CO5607 where the modules build upon challenging concepts
  • To empower the students with core understanding of the key terminologies in cybersecurity
  • To provide students with the understanding of the common cybersecurity concepts and technical security controls available to prevent, detect and recover from security incidents

You will further develop your understanding across all the key areas of games development, and undertake individual and collaborative projects.

Module content:

The traditional academic programme structure is not applicable. The placement content is freely structured and determined by negotiation between the student, placement supervisor and host organisation. It is generally informed by the aims and learning outcomes and by the objective of optimising added value for both the host organisation and the student experience.


Module aims:

  • To practise software development skills and apply the knowledge already acquired in a realistic, working environment.

Module content:

  • Application of the software engineering life-cycle: analysis, design, implementation, testing, documentation, maintenance.
  • Team building & organisation; collective and individual responsibilities; negotiation & collaboration on attainable goals.
  • Self management of teams; Agile project management; quality assurance; delivering to agreed standards and deadlines.
  • Industry tools and techniques such as version control, collaborative working software, continuous integration
    etc
  • Application and development of professional skills

Module aims:

  • To prepare those students progressing to a Level 6 project/dissertation in a Computing related discipline for the process of undertaking a major piece of work involving the software engineering life-cycle.
  • To prepare those students progressing to a Year in Industry placement.
  • To give the student the opportunity to take an active part in planning and shaping a development project by participating in realistic individual and group activities.
  • To reinforce the theoretical and practical elements of the fundamental modules studied earlier.
  • To give the student a "real-world" experience of taking part as a team member in a major software development project.

Module content:

  1. Professional issues in the games development industry
    • Comparing industry standard game engines
    • Recommending a game engine based on a given scenario

  2. The principles of effective game and level design
    • Multiplayer game design theory
    • Balancing multiplayer games for cooperation and competition
    • Potential issues and design of networked games
    • Multiplayer level design concepts such as wayfinding, visualisation, and level flow
    • The level design workflow and processes
  1. Applied knowledge of multiplayer game development
    • Utilising an industry standard game engine to implement a multiplayer game
    • Supporting two or more players simultaneously
    • Supporting different input methods, such as game controllers and a keyboard/mouse.
    • Further development of programming and game engine implementation skills

  2. Design, testing and planning documentation
    • Creating game design documents that focus on multiplayer games
    • An introduction to games testing and processes
    • Creating and utilising test plans
    • Meeting milestones and deadlines

Module aims:

To further develop awareness of some of the key professional issues within a games development team
To equip students with the knowledge and skills to design, build and evaluate multiplayer games
To develop skills in design and planning documentation for games development

Module content:

  1. Further 3D content techniques
    • Further 3D modelling and planning techniques
    • Additional UV unwrapping techniques
    • Texturing assets using a PBR workflow
    • Scene composition theory and techniques
    • Environmental storytelling techniques
    • New modelling concepts and techniques such as architectural modular kits
  1. Game Engine Integration
    • Importing, organising, and utilising content created in 3D software in an industry standard game engine
    • Materials and shaders
    • Additional tools and engine techniques
    • Lighting
    • Optimising environments

Module aims:

To introduce effective context storytelling as a fundamental component of modern games development. 
To introduce the student to the practical application of scene composition and environmental design.
To develop skills in creating interactive games environments for effective player experiences.
To further develop applied knowledge of a modern games development engine with focus on integration of assets.

Module content:

1. Further practical experience in team work

  • Long-term project (full module length) to a specified brief
  • Strict client requirements to meet
  • Strict (assessed) deadlines to achieve through the project
  • Formal presentation of the final product

2. Theory of team and project work

  • The software development lifecycle
  • Project methodologies
  • Team structures and how they relate to individual personality

3. Technical tools for team work

  • Source control
  • Quality assurance
  • Task planning and tracking
  • Bug tracking
  • Asset management
  • Communication tools

4. Dealing with clients

  • Meetings and etiquette
  • Briefs and information recording
  • Marketing
  • Promotional work

Module aims:

  1. To allow students to build on the skills learnt at Level 4 to produce a more advanced games project to a supplied brief, and to integrate the new skills being learnt at Level 5 in other modules to achieve that aim.
  2. Develop on the team work experience at Level 4 so that a more effective and efficient team work process can be followed.
  3. To introduce students to the software engineering lifecyle and explore the different types of project methodologies that could be employed during team projects.
  4. To explore the technical tools and solutions which can be applied to make team work easier and more productive.
  5. Ensure all students understand the theory of team work and related practices and how their own experiences relate to that theory.

Module content:

  • Applying best practice in the design of user interfaces for computer games and "mainstream" computer systems.
  • Further study of cognition theory, human factors; their relevance to interaction & "usability" and overall user experience design.
  • Practical design and prototyping of meaningful user interfaces for computer games and mainstream computer systems.
  • Conducting iterative team-based design activities using recommended industry-approved frameworks.
  • Learning the fundamental differences (and similarities) between game UX and mainstream UX.
  • Introduction to careers in game UX.

Module aims:

  • To encourage the effective application of advanced player-centred design techniques.
  • To promote effective information architecture for game menus and HUDs.
  • To show how applying contemporary visual design principles and inclusivity guidelines can enhance the user experience for players.
  • To provide opportunities to participate in team-based problem-solving activities for producing design solutions in games.
  • To provide opportunities to plan and moderate usability / play testing and evaluation of games.

Module content:

  • Time complexity and Big O notation
  • Data structures and algorithms including linked lists, arrays, stacks, queues, heaps, hash tables, binary search trees, searching and sorting.
  • Memory management
  • Scope based resource management and RAII
  • Code reuse (e.g. object orientation, templates/generics, functional programming)
  • Multithreaded programming and synchronisation 
  • Pseudorandom number generation, inc. algorithms and thread safety
  • Exception handling
  • Organisation, documentation and management of larger codebases

Module aims:

  • To introduce students to established methods for resolving common programming problems
  • To develop further competence in the use of relevant programming paradigms and principles.
  • To develop skill in the use of industry standard software tools, libraries and patterns

Module content:

Pre-placement:

  • Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
  • Writing an effective CV. Constructing a letter of application.*
  • Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

  • The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
  • Devising a strategy for integrating into the workplace and work based teams
  • Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

  • Devising and implementing strategies to improve own approach and performance
  • Critical analysis/evaluation of approach to skill development and performance in the workplace;
  • Influencing the Placement Provider’s appraisal;
  • Devising an action plan to develop gaps in transferable skills based on the placement experiences;

Module aims:

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

  • Develop their understanding of workplace practice and lifelong learning;
  • Enhance their work readiness and employability prospects through development of transferable skills;
  • Take responsibility for their own learning and acquisition of workplace employability skills;
  • Articulate, in writing, their employability skills.

In addition to some core advanced development skills, you will have the chance to focus on specialist areas of games development that interest you.

Module content:

  • The student will undertake a large self-directed software project usually defined by the project supervisor. Projects can also be based at the Informatics Centre or with an industry partner.
  • Assessing commercial viability and feasibility of innovative ideas and/or researching the current state-of-the-art.
  • Business planning (assessment of business benefits, impacts, risks and return on investment, technology roadmap).
  • Project documentation.
  • Complete an innovative software development project following the software development life cycle, using project management techniques.

Module aims:

  • The aim of this module is for a student to undertake a large software development project that contributes to the research of the project supervisor, or in collaboration with an industry partner or based within the Informatics Centre. This module encourages the student to explore current and emerging technologies to develop innovative solutions that will keep up with the ever-changing requirements of the industry.

Module content:

  • Using programming to further enhance gameplay e.g. using C++ to control elements of a computer game.
  • Computer games development.
  • Games careers – the skills and knowledge students will need in order to work in the Games industry.
  • Recent developments in the games industry, including current research.

Module aims:

  • To allow students to use the full functionality of industry standard games development software to produce professional games.
  • To equip students with the knowledge and skills to enter the games profession.
  • To ensure that students are able to critically evaluate recent developments in the games industry.

Module content:

  1. Further professional issues in the games development industry
    • The free-to-play game business model
    • The mobile game market and its nuances
    • Different funding options for game studios
    • Marketing techniques for traditional and mobile games

  2. Further single player game design theory and development
    • Mobile game design and its differences
    • General mobile games design theory
    • Free-to-play mobile game design techniques
    • Identifying and selecting appropriate control methods for mobile games
    • Developing games suitable for mobile devices in an industry standard game engine
    • Further development of programming and game engine implementation skills
    • Optimisations required for games running on mobile devices

  3. Audio production for interactive digital environments
    • Implementing audio in an industry standard game engine
    • Optimising audio for mobile devices
    • Acquiring and licensing audio for games.

  4. Design and planning documentation
    • Understanding pitch documents and their uses
    • Creating a pitch document for a mobile single player game
    • Pitching mobile game designs ideas to others for feedback

Module aims:

To further develop understanding of key professional issues within the games industry
To equip students with the knowledge and skills to design, build and evaluate single-player games
To further develop skills and knowledge in the testing and iteration processes as part of the games development pipeline
To equip students with the knowledge and skills to design and develop games for non-PC platforms. E.g. mobile, console and VR.

Module content:

1. Advanced practical experience in team work

  • Long-term project (double module length) to a design created by the team
  • Realization of a project with commercial potential
  • Strict (assessed) deadlines to achieve through the project
  • Formal presentation of the final product

2. Advanced use of team work standards

  • Design sprints and revisions
  • Agile (scrum) methodology

3. Full use of commercial tools for team work

  • Source control
  • Quality assurance
  • Task planning and tracking
  • Bug tracking
  • Asset management
  • Communication tools

4. Advanced preparation for commercial success

  • Marketing
  • Promotional work
  • Monetization
  • Social media

Module aims:

  1. To allow pre-determined teams of students to work on significant final year projects together.
  2. To put into practice all the learning and experience of both the Level 4 and Level 5 collaborative working modules in order to demonstrate an industry-ready level awareness of team working.
  3. To ensure students are fully prepared in industry standard team tools and methodologies they will experience in employment, and to have had a significant project in which to apply those skills.
  4. To potentially prepare the teams of students involved for postgraduate work together, applying for funding and support to continue into small development teams.

Module content:

  • Applying further knowledge of human-centred design principles according to ISO 9241-210
  • Balancing business goals with user needs
  • UX research
  • Experience mapping
  • Design thinking
  • Information architecture
  • Progressive enhancement
  • User interface design techniques
  • Defining inclusive design and accessibility
  • Style-guides and specifications for developers
  • Design sprints for software innovation
  • User testing and evaluation

Module aims:

  • To demonstrate effective use of human-centred design techniques according to ISO 9241-210 standard
  • To develop a solid appreciation of the importance of UX research in product teams
  • To design effective information architecture for interactive systems
  • To explore diverse user interface design and interaction design issues for the benefit of the user experience
  • To gain first-hand experience in collaborative software innovation workshops
  • To develop a solid understanding of the dynamic and multidisciplinary nature of software development teams
  • To appreciate the importance of designing for inclusivity and a diverse range of users
  • To undertake user testing and evaluation of interactive systems

Who you'll Learn from

Dr Lee Beever

Senior Lecturer
Dr Lee Beever

Ralph Ferneyhough

​Deputy Head of Computer Science
Ralph Ferneyhough

Dr Helen Southall

Senior Lecturer
Dr Helen Southall

Graham Logan

Senior Lecturer
Graham Logan

Andrew Muncey

Head of Computer Science
Andrew Muncey

Dr Stuart Cunningham

Senior Lecturer
Dr Stuart Cunningham

Dr Mike Morgan

Senior Lecturer
Dr Mike Morgan

Ashley Wood

Lecturer
A dark grey silhouette on a light grey background

How you'll Learn

Modules will generally be presented through weekly lectures and practical workshops, where you will be able to work both individually and collaboratively. 

Assessment is predominately through individual practical development assignments and written reports throughout each module. Some modules also have an exam component at the end of the year. 

Beyond the Classroom

On this course, you have the opportunity to spend five weeks working for a host organisation via our innovative Work Based Learning module. You’ll have the chance to test-drive a future career, boost your CV and gain real work experience. 
 
Alternatively, you may be interested in the Experiential Learning module, which aims to provide you with the opportunity to work full time on client briefs designed to simulate game industry scenarios. 

This course offers the opportunity to complete a year in industry, where you’ll experience the workplace, apply your learning and build connections for your future. 
 

Entry Requirements

112 UCAS Points

UCAS Tariff

112 points

GCE A Level

Typical offer – BCC-BBC

BTEC

BTEC Extended Diploma: DMM

International Baccalaureate

26 points

Irish / Scottish Highers

Irish Highers: H3 H3 H3 H3 H4,

Scottish Highers: BBBB

Access requirements

Access to HE Diploma, to include 45 credits at level 3, of which 30 must be at Merit or above

T Level

T Level - Merit

OCR Cambridge Technicals

OCR Extended Diploma: DMM

Extra Information

GCSE Maths grade C or above is also required

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.  We will also consider a combination of A Levels and BTECs/OCRs.

 

Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please click on your country of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.

We accept a wide range of qualifications and consider all applications individually on merit. We may also consider appropriate work experience.

English Language Requirements

  • IELTS Academic: Undergraduate: 6.0 (minimum 5.5 in each band)
  • Postgraduate: 6.5 (minimum 5.5 in each band)

For those who do not have IELTS or an acceptable in-country English language qualification, the University of Chester has developed its own online English language test which applicants can take for just £50.

For more information on our entry requirements, please visit International Entry Requirements

72 UCAS Points

UCAS Tariff

72 points

GCE A level

72 points overall, including grade D in A level

BTEC

BTEC Extended Diploma: MMP

International Baccalaureate

24 points

Irish / Scottish Highers

Irish Highers: H4 H4 H4 H4 H4

Scottish Highers: CCDD

Access requirements

Access to HE Diploma – Pass overall

T Level

T Level: Pass (D or E on the core)

OCR Cambridge Technicals

OCR Extended Diploma: MMP

Extra Information

GCSE Maths grade C or above is also required

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.  We will also consider a combination of A Levels and BTECs/OCRs. If you are a mature student (21 or over) and have been out of education for a while or do not have experience or qualifications at Level 3 (equivalent to A Levels), then our Foundation Year courses will help you to develop the skills and knowledge you will need to succeed in your chosen degree. 

Where you'll study Exton Park, Chester

Fees and Funding

£9,250 per year (2024/25)

Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study.

The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.

Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

Following the UK’s exit from the EU, students from countries in the European Economic Area and the EU starting in or after the 2021/22 academic year will pay International Tuition Fees.

Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.

Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.

£13,950 per year (2024/25)

The tuition fees for international students studying Undergraduate programmes in 2024/25 are £13,950. 

This fee is set for each year of study. All undergraduate students are eligible for international and merit-based scholarships which are applicable to each year of study.  

For more information, go to our International Fees, Scholarship and Finance section.

Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes. 

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees. 

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills. 

You may choose to purchase professional body accreditations or subscriptions. Such costs are not compulsory. As a guide, in 2017/18, BCS membership cost £37 per year or £57 for the full course duration and BAFTA Cymru Student Membership (for Welsh students) cost £35 per year. 

Your Future Career

Job Prospects

Graduates of this course may enter the games industry in any one of a number of roles, such as programmer, 3D artist, software engineer, level designer, game designer or quality assurance tester. It is also excellent preparation for those wishing to start their own, independent games company after graduation.

Students from our course have gone on to work at these games companies:

  • Traveller's Tales
  • Lucid Games
  • Sports Interactive
  • Codemasters
  • Criterion Games
  • Expression Games
  • Creative Assembly
  • Frontier Developments
  • Modern Wolf
  • Unicube Studios
  • Draw & Code
  • Unbroken Studios
  • Rockstar Lincoln
  • Wexel Gaming
  • + a wide range of companies in adjacent fields

Careers Service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.