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.

(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.

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.

(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

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.

(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.

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.

(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

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.

(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.

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. 

(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

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.

(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.

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.

(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.

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.

(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.

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.

(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

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.

(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

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.

(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