About
A unique offering from a Russell Group university
Our BA in Game Design is the first of its kind in the Russell Group, combining existing provision from the School of the Arts and the Department of Computer Science with a bespoke suite of new modules to offer a truly holistic and multidisciplinary programme.
Preparing you for a career in the games industry and beyond
The blend of technical, creative and critical skills will prepare you for a career not just within the gaming industry, but associated industries too. You’ll have opportunities throughout the programme to develop a professional portfolio, as well as various options to gain workplace experience.
Immerse yourself in a vibrant, cultural city
Liverpool – a former Capital of Culture – is a booming hub for art, media and technology. Both the city and the North West are home to several prominent game studios.
Benefit from access to excellent facilities and learning resources
In the School of the Arts, investment in our facilities has provided a games research lab, iMac suites and an Electronic Music Research Studio: take a virtual tour. Students enjoy excellent library facilities, which include online books as well as archive print materials, online services and learning spaces.
The Department of Computer Science is a Centre of Excellence with respect to teaching and research. The latest Research Excellence Framework rated 97% of our research outputs as being world-leading or internationally excellent, the highest proportion of any computer science department in the UK.
The Department enjoys strong funding from a mixture of European, national and industrial sponsors, providing a balanced portfolio of activity that feeds back into teaching. This helps us ensure our programmes go beyond the practical application of the subject to inspire you about the possibilities of computer science. Thanks to our industry partnerships, we can inject a significant practical
Year One Compulsory Modules
Creative Principles in Game Design (SOTA103)
Level 1 Credit level 15 Semester First Semester Exam:Coursework weighting 0:100 Aims To provide a conceptual basis for practical game design. To gain a better understanding of how existing games are crafted. To cultivate a stable workflow in the design of games. To develop the ability to articulate ideas about game design.
Learning Outcomes (LO1) Students will describe the fundamental principles of game design, particularly in the digital medium.
(LO2) Students will explain how games from different eras have implemented game design principles.
(LO3) Students will apply fundamental principles in the production of original game designs.
(LO4) Students will clearly articulate design ideas to others.
(S1) Research.
(S2) Critical thinking.
(S3) Comprehension.
(S4) Creativity and adaptability.
(S5) Time and project management; organization skills.
(S6) Communication (oral, written, visual).
(S7) Writing.
(S8) IT/technical skills.
Data Structures and Algorithms (COMP108)
Level 1 Credit level 15 Semester Second Semester Exam:Coursework weighting 60:40 Aims To introduce the notation, terminology, and techniques underpinning the study of algorithms.
To introduce basic data structures and associated algorithms.
To introduce standard algorithmic design paradigms and efficient use of data structures employed in the development of efficient algorithmic solutions.Learning Outcomes (LO1) Be able to describe the principles of and apply a variety of data structures and their associated algorithms;
(LO2) Be able to describe standard algorithms, apply a given pseudo code algorithm in order to solve a given problem, and carry out simple asymptotic analyses of algorithms;
(LO3) Be able to describe and apply different algorithm design principles and distinguish the differences between these principles;
(LO4) Be able to choose and justify the use of appropriate data structures to enable efficient implementation of algorithms;
(S1) Numeracy/computational skills - Reason with numbers/mathematical concepts
(S2) Numeracy/computational skills - Problem-solving
(S3) Critical thinking and problem-solving - Critical analysis
Games and Meaning (SOTA102)
Level 1 Credit level 15 Semester Second Semester Exam:Coursework weighting 0:100 Aims To introduce students to the concept of the holistic close reading and its history and importance for Arts scholarship. To enable students to develop skills in making meaning from specific aspects of game design. To develop students' ability to communicate about what game design can achieve. To demonstrate the importance of meaning in game design, and show how meaning is the product not only of intent but also social, economic and cultural conditions.
Learning Outcomes (LO1) Students should be able to describe how meaning is made from specific individual features of video games and their relationships to one another.
(LO2) Students should be able to produce coherent readings of disparate features of a video game and analyse their roles in sustaining theme and tone.
(LO3) Students should be able to discuss the nature and aims of close reading, including issues of author intent, textuality and player experience, and their place within the study of art.
(LO4) Students should be able to read and make meaning from five core areas of game design: camerawork, iconography, environmental design, difficulty and industrial context.
(LO5) Students should be able to describe in-game events clearly to audiences unfamiliar with the game in question, and relate these to their industrial, economic and cultural contexts.
(S1) Students will develop their skills in thinking critically, analysing problems and analysing and assessing arguments.
(S2) Students will enhance their ability to identify unifying themes in extended works of art.
(S3) Students will develop confidence in considering previously unfamiliar ideas and approaches, and their ability to identify presuppositions and reflect critically upon them.
(S4) Students will enhance their ability to marshal arguments and present them orally and in writing.
(S5) Students will develop the ability to perform bibliographical searches, to use and reference academic sources, and to plan, organise and produce presentations and essays.
(S6) Students will enhance their oral and written communications skills and develop skills in explaining complex material in a precise manner.
(S7) Students will develop their ability to work independently.
(S8) Students will develop their ability to sift through information, assessing the relevance and importance of the information to what is at issue.
(S9) Students will develop their skills in making appropriate use of information technology, including online sources, video and screen capture and editing, and visual presentation aids.
Introduction to Game Design Studies (SOTA101)
Level 1 Credit level 15 Semester First Semester Exam:Coursework weighting 0:100 Aims 1. To introduce students to the study of games from a variety of academic perspectives. 2. To introduce students to the specificity of video games as a particular media text, media audience, and media industry. 3. To encourage students to widen their knowledge of media forms and industries through video game culture and the contexts in which we make sense of them. 4. To introduce students to key concepts, theories, and debates related to the study of video games.
Learning Outcomes (LO1) Students will be able to describe key concepts and theories related to the study of video games.
(LO2) Students will be able to explain the different aesthetic, social, political and industrial contexts of video games.
(LO3) Students will be able to report on key aspects and institutions of the video game industry.
(LO4) Students will be able to identify features of a game's design that are particularly relevant to or revealing of its context as media object.
(S1) Organisational skills
(S2) Communication skills
(S3) IT skills
(S4) International awareness
Introduction to Artificial Intelligence (COMP111)
Level 1 Credit level 15 Semester First Semester Exam:Coursework weighting 50:50 Aims To provide an introduction to AI through studying search problems, reasoning under uncertainty, knowledge representation, planning, and learning in intelligent systems.
To equip the students with an awareness of the main applications of AI and the history, philosophy, and ethics of AI.Learning Outcomes (LO1) Students should be able to identify and describe the characteristics of intelligent agents and the environments that they can inhabit.
(LO2) Students should be able to identify, contrast and apply to simple examples the basic search techniques that have been developed for problem-solving in AI.
(LO3) Students should be able to apply to simple examples the basic notions of probability theory that have been applied to reasoning under uncertainty in AI.
(LO4) Students should be able to identify and describe logical agents and the role of knowledge bases and logical inference in AI.
(LO5) Students should be able to identify and describe some approaches to learning in AI and apply these to simple examples.
(S1) Problem-solving / critical thinking/ creativity analysing facts and situations and applying creative thinking to develop appropriate solutions.
(S2) Literacy application of literacy, ability to produce clear, structured written work and oral literacy - including listening and questioning.
Object-oriented Programming (COMP122)
Level 1 Credit level 15 Semester Second Semester Exam:Coursework weighting 0:100 Aims To develop understanding of object-oriented software methodology, in theory and practice.
To further develop sound principles in software design and software development.
To understand basic concepts of software testing principles and software version control systems.Learning Outcomes (LO1) Describe object hierarchy structure and how to design such a hierarchy of related classes.
(LO2) Describe the concept of object polymorphism in theory and demonstrate this concept in practice.
(LO3) Design and code iterators for collection-based data management.
(LO4) Design simple unit tests using appropriate software tools.
(LO5) Demonstrate concepts of event-driven programming and be able to design simple GUI to demonstrate this understanding.
(LO6) Identify and describe the task and issues involved in the process of developing interactive products for people, and the techniques used to perform these tasks.
(S1) Communication (oral, written and visual) - Report Writing
(S2) Time and project management - Personal organisation
(S3) Critical thinking and problem-solving - Critical analysis
(S4) Numeracy/computational skills - Reason with numbers/mathematical concepts
Spatial Design in Games (SOTA104)
Level 1 Credit level 15 Semester Second Semester Exam:Coursework weighting 0:100 Aims To introduce students to the tools used in spatial design for games, including graphic and modeling software and game engines. To gain a critical awareness of how virtual space is used and controlled in various types of existing games. To foster creativity and innovation in spatial design.
Learning Outcomes (LO1) Describe the basic principles that underlie the design of space in video games.
(LO2) Use graphics and 3D modeling software at a basic level of proficiency.
(LO3) Critically analyse the use of space in existing games.
(LO4) Express spatial design ideas verbally and graphically.
(S1) Critical thinking.
(S2) Comprehension.
(S3) Creativity and adaptability.
(S4) Time and project management; organization skills.
(S5) Communication (oral, written, visual).
(S6) Writing.
(S7) IT/technical skills.
Year One Optional Modules
Introduction to Programming (COMP101)
Level 1 Credit level 15 Semester First Semester Exam:Coursework weighting 0:100 Aims To introduce concepts and principles of problem solving by computer, and the construction of appropriate algorithms for the solution of problems. To demonstrate the principles underlying the design of high level programming languages. To give students experience and confidence in the use of a high level programming language to implement algorithms.
Learning Outcomes (LO1) Be able to implement, compile, test and run Java programmes, comprising more than one class, to address a particular software problem.
(LO2) Understand how to include arithmetic operators and constants in a Java program.
(LO3) Be able to make use of members of classes found in the Java API (such as the Math class).
(LO4) Demonstrate the ability to employ various types of selection constructs in a Java program.
(LO5) Demonstrate the ability to employ repetition constructs in a Java program.
(LO6) Be able to employ a hierarchy of Java classes to provide a solution to a given set of requirements.
(LO7) Demonstrate the ability to use simple data structures like arrays in a Java program.
(LO8) Specific learning outcomes are listed above.General learning outcomes: An understanding of the principles and practice of object oriented analysis and design in the construction of robust, maintainable programs which satisfy their requirements; A competence to design, write, compile, test and execute straightforward programs using a high level language; An appreciate of the principles of object oriented programming; An awareness of the need for a professional approach to design and the importance of good documentation to the finished programs.
(S1) Communication (oral, written and visual) - Report writing
(S2) Time and project management - Personal organisation
(S3) Critical thinking and problem solving - Critical analysis
(S4) Numeracy/computational skills - Reason with numbers/mathematical concepts
Programming Language Paradigms (COMP105)
Level 1 Credit level 15 Semester First Semester Exam:Coursework weighting 0:105 Aims To introduce the functional programming paradigm, and to compare and contras it with the imperative programming paradigm.
To explore the common techniques that are employed to solve problems in a functional way.Learning Outcomes (LO1) Describe the imperative and functional programming paradigms including the differences between them.
(LO2) Apply recursion to solve algorithmic tasks.
(LO3) Apply common functional programming idioms such as map, filter and fold.
(LO4) Write programs using a functional programming language.
(S1) Time and project management - Personal organisation
(S2) Communication (oral, written and visual) - Report writing
(S3) Critical thinking and problem-solving - Critical analysis
(S4) Numeracy/computational skills - Reason with numbers/mathematical concepts
Year Two Compulsory Modules
Computer Networks (COMP211)
Level 2 Credit level 15 Semester First Semester Exam:Coursework weighting 60:40 Aims 1. To introduce networked computer systems in general, and the Internet in particular.
2. To introduce the basic principles that govern their operation.
3. To introduce the design and organisation principles of successful computer networks.
4. To introduce the key protocols and technologies that are used in the Internet.Learning Outcomes (LO1) Students should be able to describe and justify the OSI Reference Model and the key protocols that govern the Internet.
(LO2) Students should be able to program applications and protocols for computer networks.
(LO3) Students should be able to illustrate and debate the use and need of cryptographic techniques in nework security.
(S1) Problem Solving - Numeracy and computational skills
(S2) Problem solving – analysing facts and situations and applying creative thinking to develop appropriate solutions.
Different Play (SOTA202)
Level 2 Credit level 15 Semester Second Semester Exam:Coursework weighting 0:100 Aims To introduce students to the work of key queer theorists concerning games. To develop students' understandings of the ways in which games, rule sets and digital systems relate and contribute to broader culture. To broaden students' ideas of the kind of games it is possible to make. T o support students' ability to create work that challenges discrimination and marginalisation.
Learning Outcomes (LO1) Students should be able to explain the relationship between queerness and play.
(LO2) Students should be able to identify the key themes of queer theory relating to games, including representation, community, failure, appropriation and power.
(LO3) Students should be able to analyse game design tropes and clichés and their role in reinforcing cultural norms.
(LO4) Students should be able to relate their own creative ideas to social norms and expectations.
(LO5) Students should be emboldened to challenge repressive and oppressive systems through the design of play experiences.
(S1) Students will develop their skills in thinking critically about societal assumptions and unspoken conventions.
(S2) Students will enhance their ability to present theoretical material through creative and descriptive expression.
(S3) Students will develop confidence in considering previously unfamiliar ideas and approaches.
(S4) Students will develop their ability to concisely convey the relevant details of a project or proposal.
(S5) Students will enhance their ability to take seriously the views of others of different and marginalised identities.
(S6) Students will develop the ability to recognise and understand the implicit meanings of cultural artefacts and media.
(S7) Students will learn to contextualise artistic features within aesthetic and cultural theory.
(S8) Students will develop their ability to work independently.
(S9) Students will develop their ability to identify and isolate relevant details of complex media works.
Game Design Independent Project (SOTA205)
Level 2 Credit level 30 Semester Second Semester Exam:Coursework weighting 0:100 Aims To begin to develop a portfolio of work in the chosen pathway.
To hone practical skills in a specific area of game content creation.
To develop creativity and a sense of self-reliance.
To gain experience generating an effective project proposal.Learning Outcomes (LO1) Demonstrate pathway-specific skills
(LO2) Organise and implement design projects in an individual context
(LO3) Produce work suitable for inclusion with a professional portfolio
(S1) Time and project management; organization skills
(S2) Communication (written, verbal, narrative/visual/musical/interactive)
(S3) Creativity and adaptability
(S4) IT/technical skills
(S5) Writing
(S6) Critical thinking
Principles of Computer Games Design and Implementation (COMP222)
Level 2 Credit level 15 Semester Second Semester Exam:Coursework weighting 70:30 Aims 1. To introduce the main issues surrounding the computer games architecture.
2. To introduce the fundamental concepts underpinning computer games development (game physics, game artificial intelligence, content generation).
3. To provide practical experience of software engineering associated with computer games.Learning Outcomes (LO1) Have an understanding of different design issues related to computer games development: game structure, game engine, physics engine;
(LO2) Have an appreciation of the fundamental concepts associated with game development: game physics, game artificial intelligence, content generation;
(LO3) Have the ability to implement a simple game using an existing game engine.
(S1) Problem solving
(S2) Application of numeracy
(S3) Application of information technology tools
Software Engineering I (COMP201)
Level 2 Credit level 15 Semester First Semester Exam:Coursework weighting 60:40 Aims The module is intended to develop an understanding of the problems associated with the development of significant computing systems (that is, systems that are too large to be designed and developed by a single person, and are designed to be used by many users) and to appreciate the techniques and tools necessary to develop such systems efficiently, in a cost-effective manner.
Learning Outcomes (LO1) Realise the problems in designing and building significant computer systems;
(LO2) Understand the need to design systems that fully meet the requirements of the intended users including functional and non functional elements;
(LO3) Appreciate the need to ensure that the implementation of a design is adequately tested to ensure that the completed system meets the specifications;
(LO4) Be fully aware of the principles and practice of an O-O approach to the design and development of computer systems;
(LO5) Be able to apply these principles in practice;
(LO6) Produce O-O requirements and design documentation in UML which demonstrates the features of good design such as loose coupling and high cohesion;
(LO7) Be able to demonstrate how to effectively implent an O-O design in an O-O languuge such as Java or Python;
(S1) Information skills - Information accessing:[Locating relevant information] [Identifying and evaluating information sources]
(S2) Skills in using technology - Using common applications (work processing, databases, spreadsheets etc.)
(S3) Time and project management - Personal action planning
Year Two Optional Modules
3d Modelling and Animation for Games (SOTA203)
Level 2 Credit level 15 Semester First Semester Exam:Coursework weighting 0:100 Aims To develop and refine techniques and methods of 3D asset creation. To gain greater fluency with standard tools used in 3D asset creation, including modeling software and game engines. To learn how to effectively animate figures in order to convey information meaningfully. To generate work for a creative portfolio that may be used in a professional context.
Learning Outcomes (LO1) Demonstrate technical proficiency with 3D modeling software.
(LO2) Implement dynamic objects in a game engine.
(LO3) Properly animate figures in order to suit the goal or context of a game scene or setting.
(LO4) Describe contemporary methods for 3d asset creation and animation.
(S1) IT/technical skills.
(S2) Comprehension.
(S3) Communication (verbal, written, visual/interactive).
(S4) Time and project management; organization skills.
(S5) Critical thinking.
(S6) Writing.
(S7) Creativity and adaptability.
Composition for Digital Games (MUSI305)
Level 3 Credit level 15 Semester First Semester Exam:Coursework weighting 0:100 Aims To provide a conceptual and theoretical basis for composing game music. To provide an overview of the function of music in video games, including within different genres and game states. To introduce the fundamentals of middleware and game engines relevant to composing for videogames. To introduce techniques appropriate to composing for video games.
Learning Outcomes (LO1) To understand the role of music in videogame and the design concepts specific to this medium.
(LO2) To understand and implement basic techniques relevant to videogame composition (e.g. looping, transitions, cues, stingers).
(LO3) To understand the principles and function of middleware engines and game integration.
(LO4) To be able to compose short pieces of music appropriate to particular videogame genres or game-states.
(S1) Problem solving skills
(S2) IT skills
(S3) Communication skills
(S4) Adaptability
(S5) Time and project management; organization skills.
Games Playing Roles (ENGL397)
Level 3 Credit level 15 Semester Second Semester Exam:Coursework weighting 0:100 Aims This module will introduce students to the ways in which literature reflects trends in gaming and gamification, and the ways in which authors have used “games”, understood either as literary experiments or as imagined games, within their works. The format of the module (weekly seminars on texts, interspersed with workshops in which students will work in groups to compare and evaluate different approaches to the completion of individual module assessments) are intended to develop the ability to work independently, but also enhance students’ ability to discuss, evaluate, and implement ideas as a group. Moreover, as it forms part of both the literary studies and gaming studies programmes, it will enable students from different disciplinary backgrounds to engage with each other and encourage peer-to-peer learning.
Learning Outcomes (LO1) On completion of the module, students will be able to demonstrate an understanding of the ways in which games relate to contemporary literature at the level of form, structure, and content.
(LO2) On completion of the module, students will be able to demonstrate a knowledge of the ways in which literary texts can engage with specific aesthetic, cultural, and historical contexts.
(LO3) On completion of the module, students will have an insight into the similarities and differences between literary and ludic forms.
(LO4) On completion of the module, students will be able to plan, research, and execute an assignment that demonstrates the above, alongside analytical skills and the ability to deploy appropriate terminology.
(S1) Communication (oral, written and visual) - Academic writing (inc. referencing skills)
(S2) Critical thinking and problem solving - Critical analysis
(S3) Critical thinking and problem solving - Creative thinking
(S4) Communication (oral, written and visual) - Presentation skills – oral
(S5) Communication (oral, written and visual) - Listening skills
(S6) Information skills - Critical reading
(S7) Research skills - All Information skills
(S8) Skills in using technology - Using common applications (work processing, databases, spreadsheets etc.)
(S9) Research skills - Awareness of /commitment to academic integrity
(S10) Improving own learning/performance - Reflective practice
(S11) Time and project management - Personal organisation
Immersive Media and VIrtual Worlds B (COMM211)
Level 2 Credit level 15 Semester First Semester Exam:Coursework weighting 0:100 Aims To
Visit the official programme website for more information.Visit the official programme website for more information.N/AInternational 2021Visit the official programme website for more information.- Internships
- A year in industry, taken during your third year of study
- Enterprise activities, including support to form your own development studios alongside your studies. Students who take the year in industry option will be able to spend their work experience year managing their own companies, with support from the University.
Visit the official programme website for more information.No Data