BSc (Hons) Computer Game Applications Development

Study our world-leading Computer Game Applications Development degree and learn how to create games and script game mechanics.

Course detail

Start Date

September

Duration

4 years

Award Title

BSc (Hons)

UCAS Code

G450

Computer Game Applications Development

Why Study Abertay's BSc (Hons) in Computer Game Applications Development?

Create games and interactive experiences or script game mechanics and programming tools by choosing a world-leading degree that arms you with the skills you need for a fast-paced and exciting career in the multi-billion pound computer games industry.

Widely recognised as THE place to get a games qualification, this degree will develop your skills in games programming, artificial intelligence for games, network programming, and interface design, making sure you’re adept in the use of industry standard game engines and technologies.

The programme boasts the best teaching in the area (a blend of industry and academic experience) and is designed to evolve as the games industry changes and technology advances. This ensures

you’re well equipped for employment within the creative industries sector.

You’ll graduate with the confidence and skills required to work in one of the most demanding industries in the world, giving you a distinct advantage over other computing graduates intending to pursue a career in the games industry.

Throughout the programme, you’ll be given the opportunity to work closely with local and global games industries, as well as collaborating with other games related courses, including art, media and audio.

This course gained an amazing 95% Overall Student Satisfaction rating in the 2020 National Student Survey.

Abertay really is THE place to study for a games degree. But don't take our word for it:

  • UK University of the Year for Teaching Quality (The Times and Sunday Times Good University Guide 2021).
  • Top 10 in the UK for Student Satisfaction with Teaching, Course and Feedback (Guardian Good University Guide 2021).
  • Top 10 UK University for Student Satisfaction (National Student Survey 2020).
  • Top 20 in the world for Video Games Education (Princeton Review 2022).

Your Journey Starts Here

Computer programmers are the backbone of the games industry. This programme will develop the skills you require to become a highly sought-after games programmer in an exciting and burgeoning sector. 

 

Male wearing Virtual Reality head - display screen in background

Book an Open Day

Abertay University's 2022 Open Day will be held on Saturday 1 October. 

An Open Day is the best way to help you decide what you want to study. See lecturers and students, the facilities for the course(s) you're interested in and get a flavour of the campus.

Book an Open Day

About Your Modules

All modules shown are indicative and reflect course content for the current academic year. Modules are reviewed annually and may be subject to change. If you receive an offer to study with us we will send you a Programme document  that sets out exactly which modules you can expect to take as part of your Abertay University degree programme. Please see Terms and Conditions for more information.

Modules

Year 1 Core Modules

You must study and pass all five core modules

Brief description

Learn to plan, develop and test object-oriented computer programs for a range of routine programming problems. 

Indicative content:

  • Object oriented program development: Use an object oriented program development environment, creating source code, compilation, linking, execution de−bugging and development.
  • Introduction to Object Orientation: Read, understand and modify small object-oriented programs.
  • Programming constructs: Make use of declarations, data types, assignment, operators, selection, iteration and functions for a range of programming problems.
  • Aggregate types: Arrays and algorithms − increased programming power. Storage, access and direct access to computer memory (pointers). Classes and structs.
  • Program development and testing: Pseudo-code and step-wise refinement, use of functions as program units for organisation and efficiency.

Brief description

Introduction to the core ideas of computer architecture. Build a mental model of the functioning of a typical computer system that can be used to reason about system (hardware/software) behaviour - and can be extended in later modules.

Indicative content:

  • Computer architecture: Principal low-level components (logic gates, logic blocks) and what they do, bus interconnections, memory, storage devices.
  • Data representation: Bits, integers, floating and fixed point, text, colours, bitmaps, bitwise operations.
  • Machine instructions: The von Neumann architecture, a modern CPU, arithmetic, control flow, the stack.
  • Operating systems: Userspace and kernelspace, drivers, scheduling, memory management, filesystems, use of operating systems (e.g. Linux) to support simple system management, OS level security concepts.
  • Networks: Packet switching; datagrams and streams; programming with sockets.

Brief description

The elementary algebraic and geometric topics  needed in the study of computer games application development.

Indicative content:

  • Revision: Transposition of formulae, indices.
  • Functions: Standard trigonometric, exponential and logarithmic functions and their graphs (sketches only).
  • Coordinate Geometry: 2-D lines – gradient, equation, length, perpendicular lines, intersections. Circles – centre and radius, equation, tangent and normal.
  • Vectors: 2 and 3-D, modulus, unit vector, component form, scalar (dot) and vector (cross) products.
  • Matrices: Dimension, addition/subtraction, transpose, multiplication, determinant, inverse (up to 3 x 3).
  • Solving equations: Solve linear equations by matrix methods – inverse, Gaussian elimination and Cramer’s rule.
  • Matrix Transformations: 2-D transformation matrices – scaling, rotation, reflection and translation using homogeneous coordinates. Composite transformations by matrix multiplication.
  • Kinematics: Use of standard kinematics equations (straight line, constant acceleration) and relation to velocity/time and displacement/time graphical methods. Motion in two dimensions – projectiles from a horizontal plane – range, time of flight, greatest height.

Brief description

Learn in a practical rather than theoretical way, some of the fundamental ideas of software engineering for you to develop and communicate designs for small and large-scale software systems.

Indicative content:

  • Problem-solving: Capturing requirements, general problem-solving techniques, testing, the idea of a non-programming language.
  • Classes and Objects: Develop software using class definitions, methods, data, constructors and instantiation. Create basic class inheritance structures within a software solution using two classes.
  • Security: Encapsulating objects using public and private access modifiers. Constructors. 
  • OO Analysis Design and Implementation: Identify objects in a system and structure data and information in class definitions. Mapping object oriented design principles to programming constructs.
  • Abstraction: Understand how to work with complexity by using code abstraction, code blocks and control flows.
  • Class modelling: Introduction to UML class diagrams.
  • Data design – an OO approach: Modelling using object-oriented techniques, drawing informal and formal diagrams to describe information and behaviour (including UML), design patterns.
  • Data design – a relational approach: Modelling using relational techniques, theoretical and practical design concerns, constructing and querying a database using basic SQL Modelling using relational techniques, theoretical and practical design concerns, constructing and querying a database using basic SQL.

Brief description

Introduction to the programming concepts and techniques for developing games.

Indicative content:

  • Structure of a Games Program: Explain the structure and architecture of a games program.
  • Development Process: The processes involved in developing games applications.
  • Development Tools: The use of tools necessary for developing games applications.
  • Computer Games System Architecture: Principal components specific to games system architecture and what they do, bus interconnections, graphics card, audio hardware. 
  • Graphic Sprites: The use of 2D sprites, and sprite animation in a games application.
  • Use of keyboard to obtain input.
  • Audio: The use of sound samples and background music in a games application.
  • Game Logic: How to implement game logic fundamentals to create gameplay.

Years 1 and 2 Elective Modules

You must study and pass one elective module of your choosing

Brief description

Introduction of the concept of smart cities - hard infrastructure, social capital including local skills and community institutions, and digital technologies to fuel sustainable economic development and provide an attractive environment for all.

Module content:

  • Social impacts

There is an overall need for theoretical and methodological plurality in how we assess the impact and value of future cities in terms for individual and societal well−being. Gaps in our understanding relate to the complex ways individuals and groups engage with built and natural settings, the cultural goods and consequent benefits that may arise and the inequalities associated with these cultural benefits.

  • Security

Different types of cyber-attacks that could be launched against a Smart City. Impact of cyber-attacks. Approaches to securing the smart grid and critical infrastructure, i.e. improving cyber resilience.

  • Sustainable urban food production

Includes the long established allotments movement to large-scale projects based on sustainability throughout the food chain. Urban food production includes the long established allotments movement. The demand for urban growing also responds to the densification and intensification of living areas, due to population rise, migration and demographic aging with lower housing and ‘garden’ space standards placing greater importance on collective production.

  • Energy, waste and water

At present, water and wastewater facilities are often the largest and most energy intensive responsibilities owned and operated by local governments, representing up to 35% of municipal energy use. Future cities will need to utilise more sustainable methods of water and wastewater management and renewable energy production.

  • Digital technologies

​Digital technologies will play a major role in creating sustainable and resilient cities offering a vehicle for more inclusive decision−making process and promoting dialog amongst architects, urban planners, the public and technologists.

Brief description

Develop a range of skills, knowledge and techniques within the natural, technological and social sciences relevant to the study of environmental sustainability and life in the twenty-first century. Understand the critical issues that confront humanity and begin to discern appropriate responses.

Module content:

The challenge of sustainable development
Problems associated with life in the 21st Century and the relationship to scientific provisionalism and uncertainty.

The genesis of sustainable development concept
Developments associated with the Club of Rome are outlined while Limits to Growth and the Tragedy of the Commons.

Evolution of sustainable development
The Reo Summit and Suitability, and Policy Developments thereof.

Scientific inquiry and sustainable development
Controversial issues like climate change, oil peak, and food production and the role of science in helping delimit them as problematic.

Mainstreaming sustainability
Sustainability and Mitigation, Adaptation and Resilience, as individual and social concerns, and their role in transformation.

Communicating sustainability
Human well-being, Environmental Justice, Environmental Policy and the practicalities of Sustainability in Scotland.

Sustainable development in practice
Community Empowerment associated with Land Reform. Energy Production and Food Production in Tayside.

Ethics and sustainability policy
Active citizenship and globalisation.

Innovating locally, transforming globally
Transformations required to embrace Sustainability.

Active relationship for sustainable futures
Thinking globally, acting locally.

Brief description

How lifestyle can effect physical and mental well-being. This module enables you to reflect on your own lifestyle choices and how to incorporate good health behaviours into your life.

Module content:

  • Sleep and stress
    The impact of sleep and stress on health and performance. Completion of sleep diaries and questionnaires related to sleep patterns and stress.
     
  • Physical activity
    Current physical activity recommendations, components of physical fitness.
     
  • Physical inactivity
    Understanding why people are inactive. The link between physical inactivity, obesity and type 2 diabetes.
     
  • Physical activity and mental well-being
    The effects of physical activity on mental well-being.
     
  • The effect of carbohydrate consumption and exercise on blood glucose
    Measurement and recording of blood glucose in response to the carbohydrate ingestion and exercise.
     
  • Simple health and fitness testing
    Measurement and recording of data. Tests will include blood pressure, strength, endurance and flexibility. Data will be compared with normative values for these tests.

Brief description

Develop critical thinking skills that form the basis for progression across the academic disciplines of the university. Learn how to recognise, construct, evaluate, criticise and defend different forms of argument.


Module content:

•    Potential 'timeless' debates 
Debates delivered by internal and external experts on: e.g. existence of God; privacy and civil society; private property; money as source of 'evil'; nature/nurture; free speech; pornography; capital punishment; prostitution; animal experimentation; meaning of justice; abortion; affirmative action; just war; trade union power; good life/good political community; human nature; monarchy; value of democracy; meaning of equality; citizenship rights.

•    Potential 'timely' debates
Debates delivered by internal and external experts on: eg, Scottish independence, academic freedom; drug legalisation; drug use in sport; immigration; free health care; war on terror; EU membership; euthanasia; progressive taxation; race and gender discrimination; gay marriage; human rights; politics/sport; global warming; internet censorship; nuclear power; education league tables; nuclear weapons; GM agriculture; religion; cloning; fair trade; value of contemporary culture.

•    Critical thinking seminars
Follow-up discursive discipline specific seminar sessions led by teaching staff on topics covered in formal debates. Learn to identify types of argument presented, evaluate perspectives and to reflect upon their own reasoning processes and value assumptions. The debates and seminars facilitate a foundation for the acquisition of graduate attributes.

•    WEB CT Wiki discussion forum
Work in small groups to write a short 800 word indicative "Thinking Summary" online Wiki of the arguments presented in each debate. These summaries will be constructed by each designated Thinking Group of three students using the Wiki facility on Blackboard which will facilitate further discussion on the moderated WEB CT discussion forum.

Brief description

The social, managerial, economic, political, and technical challenges and opportunities associated with emerging renewable energy innovation, production, supply and consumption.


Module content:

•    Renewable energy non-technical challenges and opportunities
Social and political challenges and opportunities of renewable energy production supply and consumption. Economic and environmental challenges of renewable energy production supply and consumption. Strategic and managerial challenges of renewable energy production supply and consumption.


•    Renewable energy technological challenges and opportunities
Geotechnical, Geophysical and Hydrographic information; Knowledge of sources of hydrographic information and interpretation of published charts. Forces on structures; Appreciation of the various forces acting on marine structures. Technical limitations and challenges of energy distribution systems and energy storage. Current technological development trend, collaborative innovation in renewable energy.

Brief description

An understanding of the concepts of tolerance, and the importance of making sound ethical decisions. Develop the qualities, characteristics and skills to meet the aspiration for Abertay graduates to become global and active citizens. 

Module content:

•    Introduction to equality and ethics legislation 

•    Diversity competence and moral/ethical reasoning 
Inclusiveness, equal opportunities, positive action, reasonable adjustment.

•    Attributes for the workplace and for global citizenship.

•    Reflective practice 
Application of models of reflective practice.

•    Contemporary issues

Brief description

Learn how to adjust language to suit context. Analyse a range of linguistic issues, including “proper English”, how language can be used to create moral panics, and the ethics of communication.

Module content:

•    “Good English”
The role of standardisation, dialect and idiolect − how we choose language to reflect our identities and our role in a speech or discourse community.

Language and influence
How the media constructs narratives to persuade or inform the audience (and how to tell the difference).

Creating a narrative across genres
The conventions, freedoms and limitations of different forms; using these forms in new ways.

Narrative changes over time
How authors reinvent old stories to reflect current concerns.

Technical writing
The use and manipulation of data; hearing the author's voice; critiquing "bad science".

The ethics of communication
 (Electronic) media and ownership, attribution and theft.

Brief description

“Personal” digital safety to make computer security fun, practical and eye-opening.  Learn the base knowledge that will continue to be relevant to future generations of devices.

Module content:

•    Current state of computer security
An overview including legal aspects.

•    Cyber-attacks, vulnerabilities and threats
Malware, Network attacks (denial of service, packet sniffing etc.), bots and rootkits. How the bad guys can obtain your password.

•    Information leakage
Recovery and forensics recovering deleted or corrupted files. What your browser knows about you. Web browser forensics.

•    Securing networks, accounts and devices
Defence against malware, honeypots, Secure protocols, intrusion detection, Password security, Mobile device security.

•    Human aspects of cyber security 
The Psychology of Hackers, Social Engineering, identity theft, Usability vs security.

•    Breaking the code
An introduction to cryptography, Encryption and Decryption, public and private keys, the key exchange problem.

•    History of cryptography 
The Caesar cipher, polyalphabetic ciphers, the Playfair cipher, the role of Enigma and the Bletchley Park cryptographers in WWII.

•    Computers and Crypto Diffie-Hellman and RSA encryption
Phil Zimmerman and “Pretty Good Protection". Quantum Cryptography – Provably unbreakable information hiding. Mathematical Underpinnings – Large prime numbers and why they matter.

•    Steganography
 A picture's worth a thousand words when you're hiding the wood in the trees.

•    The law, society and cryptography 
Why you can be imprisoned for forgetting your password. The Civil Liberties Arguments for and against strong-crypto. International perspectives on information hiding, information freedom, the right to privacy and the conflicts between these. Are unbreakable cyphers an unqualified “good thing”?

Brief description

Develop perspectives on the key challenges faced by humankind such as environmental change, pollution, food security, energy provision, conflicts, terrorism, emerging diseases, and changing demographics. Understand the overwhelming complexity of the problems and the need for interdisciplinary approaches to create solutions.

Module content:

  • Interdisciplinary research
    Introductory lectures will discuss the definitions, methods, benefits, challenges, and drawbacks of disciplinary and interdisciplinary approaches and the role of public policy influencing research
     
  • Global challenges
    Challenges from different disciplines. Examples include: Climate Change: causes and impact; Serious Games: science and application of visualization and games; Global Security: valuing ecosystems: balancing policy, economics and environment; Contemporary Challenges to Healthy Living; Food Security: global threats and local needs; Energy Poverty: space travel.

Brief description

Design an activity to communicate and present scientific principles to primary school children. Learn about working as a group and how to communicate complex ideas.

Module content:

Developing a science communication activity
Target audience, sources of information to identify suitable activities (CfE documentation etc.), health and safety, issues around working with specific groups, accessibility, ethics, costing and sustainability.

The landscape of engagement and current practice
Types of public engagement activities, target audiences, funding, role of learned societies, universities and other bodies. Public engagement in Dundee and Tayside.

Brief description

Develop the knowledge and awareness required to make good career decisions and the skills and confidence to successfully navigate each stage of the recruitment process for graduate jobs.

Module content:

  • Developing self-awareness
    Profiling of personal strengths, values and priorities in relation to career choice.
     
  • Developing opportunity awareness
    Generating career ideas based on your personal profile; Exploring the range of graduate opportunities within job sectors of interest; Reviewing occupations that are directly related to your own subject discipline.
     
  • Developing a career action plan
    Matching your personal profile with best fit opportunities in the job market; Creating a timeline of actions to improve your prospects of meeting your aim.
  • Developing job seeking skills
    Sourcing suitable job opportunities - both advertised and unadvertised; Creating a professional image online; Identifying the skills and qualities employers look for in graduates; Learning how to produce targeted applications for specific job roles; Practising the presentation of your strengths and motivations in face to face selection activities.

Brief description

Learn about natural disaster such as landslides and flooding, structural disasters such as the Tay Rail Bridge and the system of critical infrastructure (such as road, rail, air and shipping transport networks, power grid, gas and water networks, health system) that constitute the backbone of modern societies.

Module content:

•    Overview of the scope and the content of concept of critical infrastructure failure during natural disasters and resilience against such failures
The consequences of geophysical, hydrological and meteorological disasters on critical infrastructure and critical infrastructure protection capabilities against natural disasters. Interdependencies of critical infrastructures during large disasters, presents a brief review of current research being done in this field, and presents a methodology to address interdependencies.


•    The identification of the vulnerabilities of the critical systems
The critical systems upon which modern society, economy, and polity depend. The identification of the vulnerabilities of these systems threats that might exploit these vulnerabilities. The effort to develop techniques to mitigate these vulnerabilities through improved design.


•     Flooding in Scotland
General overview of fluvial, pluvial and coastal flooding, the structural, economic and societal impact and responses to flooding. Resources will include historical examples, current policies and information (including SEPA flood maps). Case study (with virtual/actual field visit?) the Perth Floods of 1990 and 1993 and the Perth flood defence scheme*


•    Landslide origins, types and mitigations
General overview what landslides are, why they happen and what can be done to prevent them.


•    Structural failure
An example such as why the Tay Bridge failed and what it meant for the Forth Rail Bridge.


•    Reports and investigations
The role of reports in accident and disaster investigations in creating informative reports; case studies of accidents, disasters, learning from history, learning from case studies, learning from common law

Brief description

Introduction to the skills and knowledge needed to launch a small business successfully. This module will define and help you acquire the personal and professional skills needed to develop a professional career and/or to succeed as entrepreneurs in Small and Medium sized Enterprises (SMEs).

Module content:

  • Understanding entrepreneurship.
     
  • Generating successful business ideas.
     
  • Environmental scanning.
     
  • Developing a credible business plan that includes evaluating business ideas.
     
  • Presenting the business idea.

Brief description

An understanding of some of the processes involved in food production. Discuss common misconceptions and ideas which present the food and nutritional industries in a bad light.


Module content:

•    Student led investigations
Student led investigations of the different sectors within the food and drink industry including: prebiotics – and the controversy surrounding the term; if barbequing is a healthy cooking method; and exposing the celebrity chef - common Myths about cooking.


•    Consumerism
Does the food industry listen to us? Understanding consumer and sensory science to better understand why you buy the products you buy.  How food/public health is reported by the media? The French paradox / Mediterranean diet.


•    Future of food
Ethical food production and the future of foods, and what’s waste got to do with it?


•    Debunking myths
Debunking food myths, more science than science fiction in our food today, like the science behind getting sauce out of a bottle and what to drink – Whisky or Beer?


•    Facts from fiction
Finding facts from fiction, investigating the three-second rule – should I eat things that have fallen on the floor? What’s so super about super-foods? Fat or sugar: Which is worse?

Brief description

Learn how we approach and understand mental health, from historic, social, therapeutic, and individual perspectives. Explore questions such as ‘what is madness?’, ‘how does society position people with mental illness?’, and ‘how do we best respond to challenges to our mental health?’

Module content:

  • Historical and cultural perspective on mental illness
    How do we ‘think’ about mental health, and mental ill health?
     
  • Diagnosis and the anti-psychiatry movement
    Who holds the power to decide what is normal in terms of psychological well-being and behaviour?
     
  • Gender, culture and mental health
    How gendered cultural expectations and representations influence how we respond to mental health issues.
     
  • Media representations
    The impact of film and literature on attitudes and understandings of mental health.
     
  • Resilience, treatment and recovery
    Common mental health problems in the UK, treatment and management, and frameworks for enhancing well-being and resilience.

Brief description

An introduction to the wide range of disciplines in forensic investigation. Learn how crimes are investigated from the moment of reporting through to the presentation of the evidence in court. A hypothetical case study provides an over-arching framework in which to explore the critical aspects of forensic investigations. It involves not only physical and electronic evidence, but also statements from witnesses, suspects and victims which requires cross discipline collaboration of professionals.


Module content:

Crime scene investigation
How a crime scene is examined in the context of incomplete contextual information and to avoid loss or contamination of evidence and the maximising of the value of evidential material.

Media involvement
Positive and negative effects of the media/public interest in the crime.

Forensic biology
Examination and evidential value of body fluids, DNA, hairs and fibres.

Forensic chemistry
Analysis for drugs, toxicological analysis, firearms, explosives, and trace evidence.

Digital sources
Evidence from CCT, mobile phones, computer hardware, on−line behaviour.

Forensic reasoning and practice
An introduction to forensic problem solving, thinking styles, case assessment and interpretation.

Psychology of witnesses and suspects
False confessions, offender profiling, effects and avoidance of cognitive bias in forensic science through process design.

Year 2 Core Modules

You must study and pass all five core modules​

Brief description

Develop ability and awareness within the field of 3D art asset creation. Learn to identify and use appropriate 3D techniques to create artefacts for Games, Illustration, Animation, Digital Media and 3D Prints. 

Indicative content:

  • Polygon Modelling: Core Polygon modelling techniques for the creation of digital or analogue artefacts.
  • Digital Sculpting: Core Sculpting techniques. Core NURBS modelling techniques for the creation of digital or analogue artefacts.
  • Textures and materials: The use of textures and materials for specific processes and goals.
  • Lighting and Camera implementation: Explanation of the properties of light and lighting/camera set-up.
  • Virtual Environments: Creation of 3D environments, displaying an awareness of form, function and design.
  • Implementation: Implementation and application of 3D processes within the development and realisation of creativity, conceptualisation and imagination.
  • Technologies: The new and evolving technologies in this discipline, and the manner in which they affect practice.
  • Interpretation: Demonstrate visual analysis skills as they flow into visual interpretation.

Brief description

Learn to identify and form a critical argument by gaining a set of academic tools to analyse and evaluate issues, trends and work which sits within your area of practice.

Indicative content:

  • Historical Traditions of Creative Practice: Through a series of presentations, analyse historical snapshots to discuss the traditions of fields of practice, identifying key practitioners of the time and key works.
  • Creative Work in Context: The study of creative works and the ways in which the environmental, political, social and economic context within which it was created can be seen to influence the final form and its reception.
  • Art Media History and Current Practices: For a specific area of interest, build connections  between historical practices and current trends in art and media production.
  • Forming Critical Arguments: Analyse academic writing around the field of practice to form a case study to enhance understanding of critical argument creation.
  • Literature and Critical Arguments: Explore related literature and its role in supporting academic critique.
  • Dissemination Practices: Explore traditions and new forms of academic practice to inform research and also the final form of your coursework.

Brief description

The artistic and and technical processes in the field of concept art and production for entertainment such as computer games, film, comics, animation. Explore your field through visual research, observational and digital concept design skills, and industry standard applications to aid your creative process. Produce a portfolio of evidence which exhibits a firm grasp of two dimensional digital production methods through conceptual and practical skills development.

Indicative content:

  • Visual Research: Targeted visual research methods appropriate to concept design, building reliable resources via image gathering, scrapbooks, blogs or sketchbooks, online/offline resources.
  • Observational Drawing: Drawing from life, expanding beyond reality, concepts grounded in real world scenarios, proving fantastical ideas.
  • Concept Incubation: Idea generation, photo collage, sketching, concept development, mood-boarding, thumbnailing, iteration, variation.
  • Defining the Domain of Practice: Explore key figures and current trends; historical grounding for genre, cliche, archetype and representation. Evaluate examples of entertainment design for creature, character, vehicle, industrial, product, environment, graphic design. 
  • Concept Development: Design drawing, digital painting, 3D layout and sculpting for 2D design, digitising real world sources. 
  • Workflows, Process and Pipeline: Identify and assess design problems, identify creative software solutions, employ an effective design pipeline framework. 
  • Artefact Creation: Layout design considerations of concept images to effectively present completed work such as for print, pitching, clients, presentation. 

Brief description

The processes and purposes of designing and developing a piece of interactive entertainment and the challenges involved in team based design.

Module content:

  • Historical Overview: How games have been designed, prominent genres, styles and techniques.
  • Concept and Communication: Conceptualising and communicating ideas, scoping requirements, giving and receiving critique.
  • Design Process: Establishing a process, proposing solutions, iteration and documentation.
  • Core Design: Working up the concept, graphics, features, setting, story, objectives, levels.
  • The Development Team: Roles and responsibilities, scheduling and milestones, inclusive and supportive working.
  • Rules and Mechanics: Implementing choices, interactivity, strategies, motivation and reward, balancing gameplay.
  • Look and Feel: Establishing a style, ambience, colour and mood, sound effects, and music.
  • Cultural and Commercial Awareness: Designing for an audience, markets, genres and platforms.

Brief description

The relationship between written story, performance and visual storytelling in animated sequences. Explore narrative and acting theory in relation to the creation of an animated performance and test these ideas through the creation of and interation upon animated sequence(s). 

Module content:

  • Narrative Context: Explore and apply narrative concepts and processes relating to story development for an animated character performance.
  • Animation Context: Explore and develop an animated character performance in a narrative context.
  • Observational Context: Develop and apply skills for observation from life to an animated performance.
  • Pre-Production: Develop appropriate pre-production documentation to support the development of a character performance in a narrative context, such as story beats, storyboards and animatics.
  • Believable Movement: Express believable motion, weight, balance and expressive potential through drawing, planning thumbnails and in 3D animated performances.
  • Performance-Animator as Actor: Explore the thinking character through observational drawing and performance. Develop technical and conceptual abilities to apply these concepts in the creation of 3D animated performances.
  • Non-Verbal Communication: Explore the use and varying degrees of exaggeration of body language, gesture, and facial expression as communicative devices within an animated performance.
  • Dialogue: Explore the development, utilisation and refinement of effective and convincing dialogue in an animated performance.
  • Acting for Camera: Demonstrate the dramatic use of the visual frame within which the performance occurs. Apply directorial camera techniques demonstrating understanding of film language and cinematography to visually support the performance.
  • Presentation: Iterate upon, finalise and compile animated performance(s) to best showcase contextual understanding and practical skills development.

Year 2 Option Modules - Term 2

If you are a Direct Entrant (new student) to this year of study and have not previously taken module ABE101, then you MUST take ABE201 as part of your Microcredential selection. If you have previously taken ABE101 then you are NOT permitted to take ABE201.

Instructions: Please choose a total of TWENTY credits of optional modules in Term 2. This can include microcredential (ABE) modules.

Brief description

Throughout the microcredential you will become familiar with university systems (including the virtual learning environment), consider what attributes make a successful student and develop key successful student habits.

Indicative content

  • Navigating Abertay Systems: Be introduced to and understand how to engage with Abertay systems and tools such as MyLearningSpace, MS Teams, OASIS, MyAbertay etc.
  • Expectations of University and You: Explore your own and the universities expectations of you and of the university; Consider the code of conduct; independent learning; blended learning; how university is structured; health and safety; and the Abertay attributes.
  • Understanding and Searching Information: How scholarly information is generated and disseminated, key characteristics of different information types. Planning, using, and refining appropriate search strategies; online search tools; using a range of web and database search functionality. 
  • Successful Student Behaviours: Develop strategies to key successful student behaviours including Defeating Procrastination, Time Management, Notetaking and preparing for classes, Growth Mindset, Accessing student support and opportunities.
  • Referencing: Understand what is meant by academic integrity, plagiarism, and the need for appropriate referencing; creating reference lists and in-text citations; use of referencing tools to manage information.
  • Sounding Academic: Explore what lecturers mean by “academic style” and “the right language”; Understand what is meant by and how to learn the rules of academic writing characteristics. Consider how this differs between college and university; Learn how to paraphrase. Explore how assessments, marking and feedback works at university.
  • Evaluating Information: Using appropriate quality criteria to critically evaluate information from any source to determine authority and bias.

Brief description

This microcredential provides you with the space and time to develop your skills in designing, planning, delivering, and showcasing an artefact responding to the societal issue. The microcredential is flexible and you will have a choice of what and how you create your response.

Indicative content

  • The Big Issue: You will be introduced to the big society issue that will be the focus of your artefact response. Learning materials available will help you consider your response to the challenge.
  • Developing Ideas: You will think creatively as to how you will respond to the big issue. You will consider your intended artefact aims, outcomes and target audience. 
  • Responding to the Challenge: Resources and guidance will be available as you respond to the challenge and create your artefact.
  • Preparing for the Showcase: Guidance will be available on how best to showcase your artefact for the assessment. You will develop your presentation skills to support you in showcasing the artefact. 
  • Showcase Event: You will attend a showcase event and present your artefact.

Brief description

You will discuss a range of anti-racist approaches and how they apply within the context of professional communications. You will examine case studies and scenarios to identify the nature of bias in society explore ways to be anti-racist especially in professional communications.

Indicative content

  • Racial Bias in Society: Using case studies and scenarios to discuss various forms of racism in society, you will explore the need for anti-racist practice in professional communications. 
  • Classification of Anti-Racist Practice: This section compares different anti-racists approaches applied across several contexts. You will discuss the challenges and benefits of each approach. You will identify barriers to implementation of anti-racist practice.
  • Discuss Anti-Racist Approaches for Successful Professional Communications: You will be introduced to various communications frameworks (e.g. the humanity-centric framework) and will explore scenarios for the application of these frameworks in a range of professional contexts.
  • Embedding Anti-Racism in Digital and Social Media Communications: How can you discuss matters of race and anti-racism on digital and social media while maintaining a professional persona. We will examine cases for best practices and explore ways to avoid bigoted language in digital communications. 

Brief description

In this module you will study two ways of analysing language: (i) a basic introduction to conversation analysis and discourse analysis as applied to ordinary talk/texting, and (ii) and introduction text mining, based on identifying patterns and developing insights from text-based data available on the Internet (e.g., social media data, online texts, online reviews etc).

Indicative content

  • Conversation Analysis and Talk and Text as Action: A brief overview of the CA focus on language as action; an examination of how people talk in terms of questions, answers, invitations, excuses, justifications etc.; an examination of texting, emojis, misunderstandings.
  • Text Mining: Introduction to text mining and its uses in a social sciences and business context; Online data sources; The text mining process: data collection, pre-processing and analysis; effectively communicating and visualising insights from textual data.

Brief description

By the end of this microcredential, you will be able to evaluate and select machine learning algorithms and AWS services to be appropriately applied to different business problems.

Indicative content

  • Introduction to Machine Learning: What is ML? ML process, business problem solved with ML, ML tools, Amazon SageMaker, ML challenges, supervised learning (regression, classification), unsupervised learning (clustering, dimensionality reduction), reinforcement learning, etc.
  • Implementing a ML pipeline using Amazon Sage Maker: Formulating ML problems, collecting and securing data, extracting, transferring and loading data, evaluating your data, finding corelation, feature engineering, data cleaning, dealing with outliers, training, deployment, performance evaluation, hyperparameters and model tuning.
  • Forecasting: Time series analysis, Amazon Forecast, Implementing a forecast model, Stock Predictions.
  • Computer Vision: Facial Recognition, Image and Video Analysis, Dataset Preparation.
  • Natural Language Processing: Amazon Comprehend, Polly, Translate, and Lex, Creating a chatbot, Alexa, etc.

Brief description

This online module will support you to get familiar with sustainability and introduce you to tools that can help you to understand and reduce your climate impact. By increasing your sustainability self-awareness, you will be able to make a positive difference in your own life, and in the organisations and communities around you.

Indicative content

  • What is sustainability and how is it linked to Climate Change?: We define sustainability, enhancing understanding of the links between society, economy, and environment. Climate change is explained and linked to sustainability. We provide clear accessible information about the reliable science of climate change. We describe the need efforts towards limiting human-induced global warming (limiting cumulative CO2 and other greenhouse gas emissions). 
  • Global Sustainability: We introduce the United Nations Sustainability Goals (SDGs). The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries - developed and developing - in a global partnership. They recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests. 
  • Personal Sustainability: The WWF environmental footprint tool is a great way to start your personal sustainability journey. The planet is in crisis - from climate change to the pollution in our oceans and devastation of our forests. It's up to all of us to fix it. Take your first step with our environmental footprint calculator. 
  • Community Sustainability and Climate Resilience: Community climate resilience comes in many forms. In this topic we introduce ideas which can provide multiple benefits of people, planet, and prosperity. We showcase inspiring examples whereby working with natural processes (Biophilic design, blue and green infrastructure) we can connect people with nature to improve their well-being and quality of life, whilst simultaneously tackling climate change and storing carbon.
  • Global Solutions: What is the world doing about it? What impact do Global Climate and Biodiversity agreements (COP26 etc) really have? What’s happening here? Where are the challenges and the good news stories? We showcase positive initiatives focussed on progress.

Brief description

By the end of the module, you will know more about key aspects of nutrition and health and be better equipped to identify and tackle the barriers that prevent you from eating well.

Indicative content

  • Healthy eating on a budget: This topic will show you that healthy eating doesn’t have to be expensive! You will be given basic nutritional knowledge, as well as skills and practical tips to be able to eat a healthy diet on a budget. You will then be able to develop your own menu and share it with your peers, so you learn from us as well as from each other.
  • Prebiotics, probiotics and health: You will learn about the importance of our microbiota on health, and how what we eat can modulate it. You will be provided with cooking tips and will be able to develop your own fermented foods for better gut health.
  • Fat or sugar, which is worse?: You may have heard that fats are bad for our health, or perhaps you have heard it is all about the sugars? You will learn about the role of both sugars and fats in our diet; what makes them good or bad for health and the science behind it. You will be given the tools to assess your own sugar and fat intake as well as tips to implement the changes you need to eat better. 
  • The British diet vs Mediterranean diet: What is a Mediterranean diet and what are its real benefits? Is it just a diet or a pattern? Can we get the same benefits as those living in Mediterranean countries? In this topic, you will explore how feasible it is for us to adopt the Mediterranean diet and lifestyle, considering the seasonality of ingredients as well as sustainability. 
  • What drives our food choices?: How healthy do you think your diet is? Do you find it easy to eat well? With this topic you will become more aware of our obesogenic environment, of how the food industry talks to us, and how the media report nutritional claims. You will learn to look more closely and more critically at your environment, so you can make healthier decisions.

Brief description

This microcredential will help you to refine your current writing skills through the analysis and discussion of a range of texts and exercises, enabling you to then apply these techniques to assignments for your other modules.

Indicative content

  • Speaking the language: How to develop your academic and professional vocabulary: understanding the genre; understanding your reader’s expectations.
  • Meeting expectations: Why different assignments have different requirements: decoding instructions; selecting appropriate writing techniques.
  • Tightening up the nuts and bolts: How to improve your writing accuracy: reviewing key grammar and punctuation issues; improving your editing and proofreading.
  • Standing on the shoulders of giants: How to borrow from the greats: reviewing the principles of citing sources; using writing techniques to incorporate research into writing.

Brief description

This module will help you develop a better understanding of the difference between media reporting and scientific evaluation. It will equip you with the skills to look beyond sensational stories related to human behaviour and dig deeper into a topic area to validate the evidence.

Indicative content

  • Paranormal Beliefs and Experiences: Is Extrasensory Perception Real? Is there really evidence that we can predict the future?
  • Myths about the Brain: Can repressed memories be recovered in therapy? How easily are false memories created? What are the implications for the justice system? 
  • Myths about our Mind and Body: Is the key to success in everyday life simply a case of posing like a powerful superhero? 
  • Myths about Language: Does being bilingual make you smarter and keep your brain younger? Are bilingual people less likely to get dementia as a result of this lifelong brain training?

Brief description

Through this microcredential you will gain an insight into what the world of work may look like in the (near) future. This includes developing a knowledge of how the economy and labour market evolves and why individual skills-sets and employability are so important and intrinsically linked to this process.

Indicative content

  • The future of work: What will the future of work look like? What is used to predict how the world or work will change? Can the future of the economy and of work be accurately predicted? 
  • Key factors that influence change: Identifying some of the key factors that influence how the world of work and our economy evolves and changes.
  • The key role of skills and personal employability: The emergence and decline of skills: skills are fundamental to the economy (and graduate employers). What skills will be most in demand and/or be most valuable to our economy in future and why? Understand the importance of skills to the economy (and to graduate employers) at both the macro and micro level. Know what specific new skills are emerging and becoming more valuable and sought after, (as others are in decline) for our modern economy and graduate labour market. 
  • Labour market information - what is it for?: Labour market Information is hugely important to our understanding of our economy at any given time: and also, in looking at the present and past to help predict future growth, opportunities, shortages and skills gaps. Recognise the importance of key Labour Market Information (LMI). Have the ability to source and use key Labour Market Information (LMI). Understand how to use accurate Labour Market Information as a tool to help their own personal development and future career planning. 
  • What now?: Some help and steer – suggestions to you may wish to use your new knowledge and insight to help with your own career aspirations, planning and personal/professional development while at university.

Brief description

Some businesses have the sole focus of making money whereas others exist to also make a difference. Social enterprises are becoming more popular, and recognisable, and are making an impact across the world. From supporting the homeless, to giving waste products a second life, social enterprises are fighting for various causes. 

Indicative content

  • What is a social enterprise and how does it function?: What the definition of a social enterprise is with examples from different sectors.
  • How do social enterprises identify problems to tackle?: How social enterprises decide on what they will tackle and how they will do it. 
  • How do you gather evidence that there is a problem requiring a solution?: Way in which you can gather evidence and data to validate the idea for a social enterprise. Determining needs and wants within a category. 
  • How to identify skills and knowledge gaps: Understanding the skillsets within a founding team to fulfil the tasks required to start a social enterprise. 
  • How to understand the problem you are trying to solve: Knowing the problem, you are trying to solve and how this effects the target customers the social enterprise is aimed at. Looking at the issues in a customer-focussed way. 
  • How to develop a social impact plan: What is involved in a social impact plan and how to put one together. 

Brief description

This module will introduce you to the study of AI and Society. Artificial Intelligence (AI) is a set of technologies and concepts and can be understood as using computers and software to denote problem-solving capacities and knowledge acquisition (intelligence) which otherwise we believe only belongs to natural beings such as humans.

Indicative content

  • Introduction to the core concepts: A brief introduction to the concepts of “artificial”, “intelligence” and “society”. 
  • Introduction to the problem of AI and Society: A discussion of where the problem of the impact of AI on Society comes from, presentation of some of the original debates and examples.
  • Contemporary debates: A discussion of the contemporary debates about the impact of AI on Society, with examples.

Brief description

What is Artificial Intelligence (AI) and how has it shaped our past and present? These are questions we will explore on a guided tour of AI from the past to the present and the future. You will develop a better understanding of what AI is and isn’t.

Indicative content

  • Historical AI: Tracing the historical development of “traditional” AI systems including aircraft autopilots, expert systems, and accounting/financial software.
  • Current AI: Covering the contemporary generation of AI technologies in areas such as speech recognition (e.g., Alexa, Siri) and recommendation systems (e.g., Amazon, YouTube). Examples will be drawn from Health, Sport, Games, Engineering, Business, Law and Computing. 
  • Future AI: Exploring the limitations of today’s AI when it comes to general intelligence and contextual adaptation. Examples will be drawn from Health, Sport, Games, Engineering, Business, Law and Computing.
  • My AI: How AI will impact your future, and how you can use AI to help you achieve your career goals.  Reflection on how AI may inform your subject area going forward.

Brief description

This microcredential is aimed at you, if you have an interest in technology but are not experts. The microcredential will develop your digital safety and how to stay safe online.

Indicative content

  • Threat Landscape: Cyberattacks and online threats. System vulnerabilities. Social Engineering. Rights and computer laws.
  • Authentication: Password security. Biometrics. MFA and Password managers. Good practices for authentication.
  • Secure Communication: Web browser security. Certificates and trust. Effective encryption. Secure communication methods.
  • Personal Information Privacy: Information leakage. Personal information privacy and open-source intelligence. Device encryption and security. Security mindfulness.
  • Malware: Types of malware. Identifying malicious software. Malware propagation techniques. Malware removal and preventative measures.

Brief description

This microcredential will help you to develop and build your own confidence in applying numeracy skills in real world situations.

Indicative content

  • What is my GPA and how likely am I to get a First? (BASIC NUMERACY): Calculation and manipulation of data using Percentages, Indices (Powers), Roots, Probability, and simple equations. 
  • The power of prediction (GRAPHS): Straight line graphs, Gradients, Equations of a straight line, Intercepts. Drawing graphs - Linear equations, Distances between points. Simultaneous linear equations.  
  • Love a good puzzle (ALGEBRA): Changing subject of formulae. Factorisation - common factors, Difference of two squares, Trinomials. Solving simultaneous equations by Substitution and Elimination.
  • Advanced power of prediction (FUNCTIONS): Introduction to functions – Linear and Quadratic and solving quadratic equations. Factorising Quadratic equations.
  • Love a good triangle (TRIGONOMETRY): Trignometric functions - Sine, cosine and tangent. Trignometric formulae.

Brief description

In this microcredential, you will learn more about how digital media production professionals in the UK and China are working together to reduce barriers and identify new opportunities for collaboration and growth.

Indicative content

  • History and future of videogames in China: Focussing on the videogame sector as a case study of Chinese digital creative industries, how has the videogames market and industry developed in China, how is the Chinese videogames economy currently constituted, and what does the future hold?
  • Consumer trends and audience preferences: What is popular with audiences in China? What can we note about preferences in terms of narrative content, aesthetics, play styles etc. when compared with other markets?
  • Policy and regulation: What unique regulations or limitations are imposed on digital media within China, and what similarities are there with other national and transnational regulations? How is creative content development and publishing shaped by policy in China? What social and ethical challenges are presented by regulation, in China as well as in the UK?
  • Transnational working and co-production: How is digital creative content conceived, developed, and released by professionals working across borders? What are the challenges for small and independent creative studios, compared with multi-nationals with studios based in and outside China?
  • Publishing in China: How do digital media content like videogames make it to market in China? What processes and requirements must creative businesses be aware of, and how do developers find, connect to, and work with Chinese publishers? How to consumers in China access content, including on grey markets?
  • Challenges and success: Hear from UK and Chinese professionals on the China market, co-operation, the hurdles they cleared, and how they found success.

Brief description

Increasingly, the role of creativity in supporting and maintaining wellbeing is being researched and celebrated. This module will introduce you to the current theory in this area, as well as a range of creative resources shown to be helpful for both self-care and the support of others.

Indicative content

  • Why does creativity matter?: An introduction to why creativity matters when it comes to mental health.
  • Your brain on words: The place of stories in their various forms as a resource for wellbeing.
  • Engaging the senses: The potential of tools such as music and art for self-care.

Year 3 Core Modules

You must study and pass all five core modules

Brief description

The principles of formalising, implementing, testing and iterating on functional game mechanics applied in the context of a game engine.

Indicative content:

  • Modern game functionality programming: Review of modern game development with regards to use of game engines and methods and levels where game functionality can be implemented.
  • Aspects of game design: Theoretical and practical aspects of the game design process derived from established conventions. Analyse a game system from a game theoretical perspective and construction and upkeep of documentation.
  • From design to function: Design interpretation and extrapolation. The process of going from written design to design suitable for engine implementation. Consideration for correct game engine OO standards in visual scripting as well as code.
  • Maintainable design: Review and evaluation of the aspects of game functionality relevant to the iteration and evolution of game mechanics and how this integrates with other personnel in the development team.
  • Hardware integration: Dealing with hardware integration and aligning hardware to work with a game engine and specific game functionality.
  • Data logging, debugging and testing gameplay: Practices and specifics related to gameplay functionality.
  • Numerical analysis and data for game balancing: Review and evaluation of mathematical techniques and their application to aid in the balancing of gameplay parameters.

Brief description

The computer graphics programmable pipeline and various graphics techniques. Develop and evaluate techniques used to manipulate 3D graphics in real-time.

Indicative content:

  • Graphics programming: Introduction to the graphics programmable pipeline.
  • Shaders: Creation and use of shaders within the context of the programmable pipeline.
  • Development: Develop applications and shaders which include topics such as lighting, vertex manipulation, post processing and tessellation.

Brief description

The principles of computer networks as applied to the development of various types of networked computer games. Develop and evaluate  techniques implementation with a particular emphasis on real-time fast action games.

Indicative content:

  • Background to Network Computer Games: Review of network computer games with a particular emphasis on network functionality and performance issues.
  • Network Protocols: Review of the main protocols within TCP/IP and their relevance to the development of various types of networked computer games.
  • Network Architectures for Games: Review and evaluate the main network architectures and their relevance to network games: Client-Server, Peer-to- Peer, Hybrid, Multi-Server.
  • Distribution of Functionality: Critically evaluate methods for distributing the functionality and processing requirements of a network computer game between participating hosts on a network.
  • Message Passing Structure: Review and evaluate methods for passing data between hosts in network games.
  • Latency Mitigation: Critically evaluate the effects of, and potential solutions to dealing with latency in network computer games.
  • Prediction: Critically review dead reckoning, prediction and smoothing techniques and approaches for implementing fast action network computer games with a particular emphasis on maintaining the user experience.
  • Testing: Methods for testing the functionality and performance of networked computer games in order to evaluate robustness against network variations.

Brief description

Work together on an interactive media project as part of a multidisciplinary team. Contribute to the team by taking on a professional role suited to your area of study. Expect to: communicate with clients and relevant stakeholders; participate in pitching and presentations; research and test technical pipelines; create project documentation and planning materials; and contribute to the iterative design and development of a final interactive prototype.

Indicative content:

  • Team Organisation and Management: Attend and participate in team meetings, keep meeting minutes, and assign roles and responsibilities; Identify and overcome team problems, understand conflicts and approaches to conflict resolution, and engage with team building.
  • Communication and Professionalism: Demonstrate the ability to communicate within the team, with tutors, with clients/mentors, and with other stakeholders in a professional and respectful manner.
  • Development Methodologies: Understand and apply appropriate development methodologies framed by the requirements of a project and balance of a team, e.g. agile, scrum, lean, spiral, feature-driven, waterfall/traditional.
  • Research and Concept Development: Research similar products and competitors; Research and interpret the product marketplace, considering platform, user profiles, costs, regional differences etc; Conduct visual and audio research; Iteratively develop design concepts in response to a given brief.
  • Technologies and Pipelines: Research software and hardware technologies; Develop a technical plan for game development; Research, develop, test and document production pipelines.
  • Style and Branding: Develop a brand for the team and the project; Research, develop, document, and communicate a defined visual and audio style; Produce marketing and promotional materials.
  • Pitching and Presentation: Use appropriate software, hardware, game engines, and other tools to deliver a working digital prototype; Engage with regular user testing to inform design iteration, demonstrating an appreciation of user experience.
  • Prototype Development, Testing, and Iteration: Use appropriate software, hardware, game engines, and other tools to deliver a working digital prototype; Engage with regular user testing to inform design iteration, demonstrating an appreciation of user experience.
  • Release Management: Manage the software development process using source control, defect tracking, and build processes.
  • Project Delivery: Consider the methods for delivering products to the market, including market cycles, digital distribution, and the publisher-developer relationship; Deliver a complete prototype with accompanying press kit.

Brief description

Introduction to some of the many Artificial Intelligence techniques which are currently, or could in the near future, be used to enhance the development of intelligent game systems.

Indicative content:

  • ‘Traditional’ AI: Pathfinding, including A* and its derivatives, Flocking and Steering, Rule Based Systems, Finite State Machines.
  • AI Techniques: Fuzzy Logic and Fuzzy State Machines, Genetic Algorithms, Artificial Neural Networks.
  • Applications of AI: Combining AI techniques to produce A-life and Intelligent Agents in games.
  • Machine Learning: The ability of a machine to learn from its environment.
  • Mining: Knowledge discovery and the process of finding hidden patterns in data.
  • Intelligence on the Internet: Analyse the emergence of intelligent agents on the internet.

Brief description

The principles of formalising, implementing, testing and iterating on functional game mechanics applied in the context of a game engine.

Module content:

  • Modern game functionality programming: Review of modern game development with regards to use of game engines and methods and levels where game functionality can be implemented.
  • Aspects of game design: Theoretical and practical aspects of the game design process derived from established conventions. Analyse a game system from a game theoretical perspective and construction and upkeep of documentation.
  • From design to function: Design interpretation and extrapolation. The process of going from written design to design suitable for engine implementation. Consideration for correct game engine OO standards in visual scripting as well as code.
  • Maintainable design: Review and evaluation of the aspects of game functionality relevant to the iteration and evolution of game mechanics and how this integrates with other personnel in the development team.
  • Hardware integration: Dealing with hardware integration and aligning hardware to work with a game engine and specific game functionality.
  • Data logging, debugging and testing gameplay: Practices and specifics related to gameplay functionality.
  • Numerical analysis and data for game balancing: Review and evaluation of mathematical techniques and their application to aid in the balancing of gameplay parameters.

Year 4 Core Modules

You must study and pass all five core modules

Brief description

Introduction to the theory and practice of digital audio and music for games programming students.

Indicative content:

  • Introduction to Audio: How the ear works, frequency and pitch, amplitude, phase, sampling, aliasing, Nyquist, time vs. frequency representations, sinusoids, effects of basic operators.
  • Digital Audio: Digital representations, sample rate, bit depth, numerical computation concerns for audio ADCs and DACs, processing latency.
  • Audio Processing: Basic processing techniques and their implementations: normalisation, mixing, distortion, digital fillers, IIR/FIR, pitch and frequency shifting, ring modulation, reverb.
  • Audio Design for Games: Putting the above into practice: how audio is used in the design and implementation of games.
  • Audio Compression: Lossless codecs, perception and masking, perception of quality, perceptual codecs, streaming audio, audio processing for real-time chat, producing audio assets for games.
  • Audio in Game Engines: Audio facilities in real-world game engines and middleware.
  • Digital Music: How music theory relates to audio basics, structure of music and basic compositional techniques, sequencing and MIDI, streams of notes, streams of control messages, synthesis vs. sample playback, waveforms, envelopes.
  • Spatial Audio: Perception of spatial audio, multichannel audio, binaural audio, environmental audio design, characteristics of materials, reproducing an environment through processing, audio for virtual reality.
  • Interface Design with Audio: Delivering information effectively, user comfort and fatigue, how to improve accessibility through audio, current developments in audio for games interfaces.

Brief description

Emerging technology trends used in computer games development. Develop and apply techniques using existing technologies to explore these trends.

Indicative content:

  • Human Computer Interface: Input devices and methods of interaction with gaming platforms.
  • Visualisation: Programming techniques applicable to modern video graphics hardware.
  • Platform: Emerging hardware platforms used for computer games development.
  • Innovation: Enquiry based activity into technologies beyond that which is currently used for computer games development.

Brief description

Undertake the practical and development work for a major, in-depth individual project in an aspect of your programme. Devise the idea for the project and proof of concept to support the specification of a well-researched project proposal document.in Term 1. Carry out and complete the main development work for the project in Term 2.

Indicative content:

  • Investigation, Research and Selection: Initial investigation of project topic, Background research of project topic and Selection of project topic.
  • Evaluation: Methods of evaluating a project.
  • Legal, Social, Professional and Ethical Issues: Consideration of Legal, social, ethical and professional issues.
  • Proposal: Production of a project proposal.
  • Project Feasibility and Proof of Concept: Demonstrate feasibility of project.
  • Self-Directed Problem Solving, Originality and Creativity
  • Self-motivation, Initiative and Insight
  • Software Design Skills
  • Recording, Reporting and Communication Skills
  • Employability and Professional Development

Brief description

Present as a dissertation, a major, in-depth individual project in an aspect of your programme. Normally, you devise the project drawing from current industry and/or research based problem areas. Undertake the work and present it in a structured and coherent manner which allows for critical and insightful review and evaluation. Write the dissertation in academic style appropriate to your domain of study.

Indicative content:

  • Introduction: Introduce the topic of the project and the problem area, and appropriate research question.
  • Investigate: Investigate previous work in the chosen project area and show how the work of the project relates to it.
  • Justify: Demonstrate a sound justification for the approach and methodology adopted.
  • Document: Document the output of the project with some originality.
  • Evaluate: Critically evaluate the output, using third party evaluation where appropriate, and recognise the strengths and limitations of the work.
  • Communicate: Communicate your work professionally in the required academic format/style. Demonstrate an ability for independent learning and linkage to future work and career aspirations.

Brief description

The principles, practices and techniques in tools development. Develop and evaluate software tools with particular emphasis on addressing the needs of the game industry.

Module content:

  • Background to Tool Development: Review of games development tools with a particular emphasis on real world examples and applications.
  • Legacy Codebases: Review of working practices and techniques associated with dealing with legacy code in tools.
  • Databases: Review of databases relevant to games and how they are inter-faced with tools.
  • Tool Design and UX: Aspects of producing a tool fit for purpose and functional for the user. The importance of  user centred design.
  • Application Programming: Review of platforms, API’s, languages and processes to build tool applications with industry examples.
  • SE: Review and application of established software engineering practices.
  • Tool creation: Bringing aspects of 3D graphics, data management and user experience together to make a cohesive and functional tool.
  • Code review: Practices of Code review and team discussion on programming.

Brief description

Introduction to the theory and practice of digital audio and music for games programming students.

Indicative content:

  • Introduction to Audio: How the ear works, frequency and pitch, amplitude, phase, sampling, aliasing, Nyquist, time vs. frequency representations, sinusoids, effects of basic operators.
  • Digital Audio: Digital representations, sample rate, bit depth, numerical computation concerns for audio ADCs and DACs, processing latency.
  • Audio Processing: Basic processing techniques and their implementations: normalisation, mixing, distortion, digital fillers, IIR/FIR, pitch and frequency shifting, ring modulation, reverb.
  • Audio Design for Games: Putting the above into practice: how audio is used in the design and implementation of games.
  • Audio Compression: Lossless codecs, perception and masking, perception of quality, perceptual codecs, streaming audio, audio processing for real-time chat, producing audio assets for games.
  • Audio in Game Engines: Audio facilities in real-world game engines and middleware.
  • Digital Music: How music theory relates to audio basics, structure of music and basic compositional techniques, sequencing and MIDI, streams of notes, streams of control messages, synthesis vs. sample playback, waveforms, envelopes.
  • Spatial Audio: Perception of spatial audio, multichannel audio, binaural audio, environmental audio design, characteristics of materials, reproducing an environment through processing, audio for virtual reality.
  • Interface Design with Audio: Delivering information effectively, user comfort and fatigue, how to improve accessibility through audio, current developments in audio for games interfaces.

How the Course Works

 

Learning and Assessment 

A mixed assessment strategy is used on the programme. Most modules are assessed through coursework, which may include project work and student-led presentations. Some modules use a mixture of coursework and formal examination.

You’ll spend around 12-15 hours per week in lectures, tutorials and laboratories. Lectures are used to present key concepts, theories and techniques. Tutorials and laboratory-based activities increase your understanding of the subject and allow you to develop your competence and confidence in technological and theoretical work.

Throughout your degree, you’ll be required to actively participate in group work, discussions, seminars, and private study.

The course also allows for customisation, which lets you develop a specialisation, such as artificial intelligence, while building a broad foundation in game applications development.

Accreditation

Playstation First Accreditation ScreenSkills Select Logo

Entry Requirements

Please note: All applicants must have a pass in Maths - National 5 grade B or GCSE grade B/5 or equivalent. National 5 Lifeskill Maths and Application of Maths NOT accepted in lieu of Maths.

Please visit our Entry from College pages for suitable College courses.

Republic of Ireland applicants, click on the UK tabs and scroll down to find your Entry Requirements.

See information about studying and applying to Abertay for International students.

Qualification Type Grade Requirements Essential Subjects
Higher (standard entry) AABB  
Higher (minimum entry) We may make you an offer at the minimum entry grades if you meet the criteria. Find out if you're eligible for minimum entry (see below). ABB  
A-Level BBC  
Irish Highers A2A2B2B2 or H2H2H3H3  
International Baccalaureate 30 Points  
BTEC Extended Diploma DDM Creative Media Production, Electrical/Electronic Engineering, Engineering, IT, Art & Design
SWAP Access AAB Access to Physical Sciences, Access to Engineering
SQA HNC/HND A Our Entry from College pages list approved HNC/HND courses
Qualification Type Grade Requirements Essential Subjects
Advanced Higher AAB Maths and Computing
A-Level AAB Maths and Computing
BTec Extended Diploma D*D*D* Creative Media Production (Games Development) and AS Levels in Maths at B
SQA HNC A Computer Games Development plus Higher Maths at B/Open University Essential Mathematics 1 at 60%
BTEC HNC/HND M Creative Media Production (Computer Games Design) plus A-Level Maths at B

We accept a wide range of qualifications from applicants from across the world. Please select your country from the searchable list below to view different qualification entry requirements. If you have different qualifications to those listed, please contact us using the form below.

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Academic Requirements

Applicants will typically be required to achieve BBC at A-Level, to include any essential subject(s).

Applicants will typically be required to pass the International Baccalaureate (IB) Diploma with an overall score of 30 points, to include any essential subject(s) at S5 or H4.

English language: English B at S5 or H4 is accepted. For English A, no grade is specified. For alternative English language qualifications, please see below.

Applicants will typically require a High School GPA of 3.0, plus one of the following:

  • SAT (I) score of 1200
  • 3 AP Tests at grades 433
  • 3 SAT Subject Tests at 650
  • ACT Composite score of 27

A combination of AP/SAT II tests may be used, provided they are in different subjects.

Applicants will typically be required to pass the Caribbean Advanced Proficiency Examination (CAPE) with 6 units as follows: 2 unit at II, 2 units at III, 2 units at IV, to include any essential subject(s) at III.

Applicants will typically be required to pass the European Baccalaureate with an overall grade of 75%, to include any essential subject(s) at grade 7.

English language: English Language 1 at grade 6 or English Language 2 at grade 7 are accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Diplomë e Maturës Shtetëore with an overall grade of 8.5, to include any essential subject(s).

Applicants will typically be required to pass the Baccalauréat Technique / Commercial with an overall grade of 16, to include any essential subject(s).

Applicants will typically be required to pass the Baccalauréat de l'Enseignement Secondaire with an overall grade of 16, to include any essential subject(s).

Applicants with national school qualilfications will typically be required to pass the first year of a university degree in a relevant subject with an average grade of 14/20, to include any essential subject(s).

Applicants will typically be required to pass the Trayecto Técnico Profesional with an overall grade of 7.5, to include any essential subject(s).

Applicants will typically be required to pass the Título de Técnico Superior/Universitario with an overall grade of 7.5, to include any essential subject(s).

Applicants will typically be required to pass the Araratian Baccalaureate at Extended Level with grades BBB, to include any essential subjects.

Applicants will typically be required to pass the Certificate of Secondary General Education wih an average of 13 and the first year of a university degree in a relevant subject with an average grade of 68%, to include any essential subject(s).

Applicants will typically be required to pass the Year 12 Certificate plus ATAR rank of 83 or Overall Position of 7, to include any essential subject(s) at Year 12 with grade B, grade 3 or Sound Achievement.

Applicants will typically be required to pass the Reifeprüfung/Maturazeugnis with an overall grade of 2.0, to include any essential subject(s) at grade 2.

English language: English at grade 2 in the Reifeprüfung/Maturazeugnis is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Tam Orta Tahsil Hazzinda Aggestat with an average of 4, and the first year of a university degree in a relevant subject with an average grade of 72%, to include any essential subject(s).

Applicants will typically be required to pass the Shahadat Al-Thanawaya Al-Aama/General Secondary Education Certificate with an average of 60%, and the first year of a university degree or post-secondary diploma in a relevant subject with an average grade of 75% or 3.00 (on the 4 point scale), to include any essential subject(s).

Applicants will typically be required to pass the Intermediate/Higher Secondary School Certificate at an average of 2.5, and the first year of a university degree in a relevant subject with an average grade of 60% or B, to include any essential subject(s) at 60% or grade B.

Applicants will typically be required to pass the Certificate of General Secondary Education at an average of 6, and the first year of a university degree in a relevant subject with an average grade of 7.0, to include any essential subject(s).

Applicants will typically be required to pass the Certificate d'Enseignement Secondaire Supérieur with an overall average of 70%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Diploma van secundair onderwijs with an overall average of 70%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Abschlusszeugnis der Oberstufe des Sekundarunterrichts with an overall average of 70%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Diploma de Bachiller at 64%, and the first year of a university degree in a relevant subject with an average grade of 69%, to include any essential subject(s) at 70%.

Applicants will typically be required to pass the General Certificate of Secondary Education at an average of 4.5, and the first year of a university degree in a relevant subject with an average grade of 75%, to include any essential subject(s).

Applicants will typically be required to pass the Certificado de Conculsão de Segundo Grau with an average score of 8.5, to include any essential subject(s) at grade 8.0.

Applicants will typically be required to pass the Certificado de Conclusão de Ensino Médio with an average score of 8.5, to include any essential subject(s) at grade 8.0.

Applicants will typically be required to pass Brunei A Levels in 3 subjects at grades BBC, to include any essential subject(s).

Applicants will typically be required to pass the Diploma za Sredno Obrazonvanie with an average score of 5.0, to include any essential subject(s) at grade 5.

Applicants will typically be required to pass the Diploma of Upper Secondary Education at average of C, and the first year of a university degree in a relevant subject with an average grade of 70%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Baccalaureat or Baccalaureat Technique at an overall grade of 14, to include any essential subject(s) at grade 12.

Applicants will typically be required to complete the Secondary School Diploma or Diplôme d'Études Collégiales with five grade 12 subjects at an average of 75%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Licencia de Education at an average of 4.5, and the first year of a university degree in a relevant subject with an average grade of 5.5, to include any essential subject(s) at grade 5.

Applicants will typically be required to complete Senior Middle/High School Certificate/Diploma at an average of 80%, to include any essential subject(s) at 77%; and pass GAOKAO with 600 points (based on the 750 points scheme).

Applicants will typically be required to pass the Bachiller Academico at an average of 3.25, and the first year of a university degree or Tecnico Universitario in a relevant subject with an average grade of 3.7, to include any essential subject(s) at grade 3.

Applicants will typically be required to pass the Svjedodžba o Maturi with an overall grade of 3.8, to include any essential subject(s) at grade 3.

Applicants will typically be required to pass the Apolytírio Lykeíou with an overall grade of 18.0, to include any essential subject(s) at grade 17.

Applicants will typically be required to pass the Vysvědčení o maturitní zkoušce with an overall grade of 2.0, to include any essential subject(s) at grade 2.

Applicants will typically be required to complete the Studentereksamen (STX), including 3 Level A subjects an overall grade of 10, to include any essential subject(s) at grade 7.

English language: Studentereksamen English Level A or B at grade 7 is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Título de Bachiller at an average of 7.0, and the first year of a university degree in a relevant subject with an average grade of 15 / 70%, to include any essential subject(s) at 60%.

Applicants will typically be required to pass the Gumaasiumi lõputunnistus with an average score of 4.0, to include any essential subject(s) at grade 4; and pass 3 state examinations at a minimum of 65% (or 2 states examinations plus C1 Advanced English CAE or IELTS).

English language: 75% in the English state examination is accepted, or C1 Advanced English CAE or IELTS (overall score 6.0 with no band lower than 5.5). For alternative English language qualifications, please see below.

Applicants will typically be required to complete the Studentsprogv at an overall grade of 10, to include any essential subject(s) at Level A grade 7.

Applicants will typically be required to pass the Ylioppilastutkinto/Studentexamen at an overall grade 5, to include any essential subject(s) at grade 5.

English language: Advanced English at grade 5 within the Ylioppilastutkinto/Studentexamen is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Baccalauréat Général/Professionnel/Technologique at an overall grade 13, to include any essential subject(s) at grade 13.

English language. English at grade 14 in the Baccalauréat Général/Professionnel/Technologique is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Option Internationale du Baccalauréat at an overall grade 12, to include any essential subject(s) at grade 13.

English language. English at grade 13 in the Option Internationale du Baccalauréat is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the NECO in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of 64%/3.00, to include any essential subject(s) at 60%/2.70.

English language: English at C6 or higher in the NECO is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the WAEC in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of 64%/3.00, to include any essential subject(s) at 60%/2.70.

English language: English at C6 or higher in the WAEC is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Sashualo Skolis Atestati (Secondary School Certificate) at an average grade of 7, and the first year of a university degree in a relevant subject with an average grade of 75%, to include any essential subject(s).

Applicants will typically be required to pass the Shualo Specialuri Sastsavleblis Diplomi (Special School Leaving Diploma) at an average grade of 7, and the first year of a university degree in a relevant subject with an average grade of 75%, to include any essential subject(s).

Applicants will typically be required to pass the Abitur with an overall grade of 2.0, to include any essential subject(s) at grade 11.

English language: Abitur English at grade 10 is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the NECO in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of B/60%, to include any essential subject(s) at grade B/55%.

English language: English at C6 or higher in the NECO is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the WAEC in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of B/60%, to include any essential subject(s) at grade B/55%.

English language: English at C6 or higher in the WAEC is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Greek Apolytirion of Geniko Lykeio at grade 18 and 3 Pan-Hellenic exams at an average of 17, to include any essential subject(s) at grade 17.

Applicants will typically be required to pass the Hong Kong HKDSE at 3333 in 4 core subjects, with elective subjects at 443 (for 3 electives) or 54 (for 2 electives), to include any essential subject(s) at 3.

Applicants will typically be required to pass the Érettségi Bizonyítvány at an overall grade 4.0, with 2 higher subjects at grade 4, to include any essential subject(s).

Applicants will typically be required to pass the Stúdentspróf at an overall grade 7, to include any essential subject(s) at grade 6.

Applicants will typically be required to pass the Indian Senior School (Year 12) exam at an average of 70%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Sekolah Menengah Kejuruan/Madrasah Aliyah (SMK / MA) at 85%, to include any essential subject(s).

Applicants will typically be required to pass the Post School Qualification Diploma 1 at 3.0, to include any essential subject(s).

Applicants from Ireland should check the UK Year 1 Entry tab for entry requirements with Irish Highers.

Applicants will typically be required to pass the Te'udat Bagrut or Bagrut with at least 2 subjects at level 5 and 1 subject at level 4 at an average of 70%, to include any essential subject(s) at Level 5 with 65%.

Applicants will typically be required to pass the Diploma di Esame di Stato at 80%, to include any essential subject(s) at grade 8 (on the 10 point scale) or grade 16 (on the 20 point scale).

Applicants will typically be required to pass the Upper Secondary School Leaving Certificate at grade 4.0, to include any essential subject(s) at grade 4.

Applicants will typically be required to pass the Certificate of Completed Secondary Education at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 80% / 3.0, to include any essential subject(s).

Applicants will typically be required to pass the Kenya Certificate of Secondary Education (KCSE) at an average of B, and the first year of a university degree in a relevant subject with an average grade of 60%, to include any essential subject(s) at 55%.

Applicants will typically be required to pass the Certificate of Complete General Secondary Education at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 3.8, to include any essential subject(s).

Applicants will typically be required to pass the Atestas par vispārējo vidējo izglītību with an average score of 8, to include 3 state exams at a minimum of 80%, to include any essential subject(s) at 70%.

English language: 80% in the English state exam is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Baccalauréat Libanais or Baccalauréat II with 14, to include any essential subject(s) at grade 12.

Applicants will typically be required to pass the Brandos Atestatas with an average score of 8 with a minimum of 80% in 3 state exams, to include any essential subject(s) at grade 8.

English language: 80% in the English state exam is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Diplôme de Fin d'Études Secondaires at an overall grade of 46, to include any essential subject(s) at grade 44.

Applicants will typically be required to pass the Certificate of Higher Secondary Education with 75%, to include any essential subject(s) at 73%.

Applicants will typically be required to pass the Ensino Secundário Complementar with grade 3.0, to include any essential subject(s) at grade 3.

Applicants will typically be required to pass the Cambridge Overseas Higher School Certificate (COHSC) with grades BBB, to include any essential subject(s) at minimum grade C.

Applicants will typically be required to pass the Malawian School Certificate of Education at grade 5, and the first year of a university degree in a relevant subject with an average of 70%, to include any essential subject(s).

Applicants will typically be required to pass the Sijil Tinggi Persekolahan Malaysia (STPM) with a minimum of 3 subjects at BBB or 3.00 GPA, to include any essential subject(s) at grade B/3.

Applicants will typically be required to pass the Unified Examination Certificate (UEC) with 4 subjects at 80% / A2 A2 B5 B5, to include any essential subject(s) at grade 75%/B5.

Applicants will typically be required to pass the Matriculation Certificate Examination with grades BB at Advanced level and BBCC at Intermediate level, to include any essential subject(s) at Advanced level grade C.

Applicants will typically be required to pass the Diplomă de Bacalaureat with an overall grade of 8.0, to include any essential subject(s) at grade 7.

Applicants will typically be required to pass the Certificate of Secondary Education at 70%, and the first year of a university degree in a relevant subject with an average of 80%, to include any essential subject(s).

Applicants will typically be required to pass the Higher Secondary Education Certificate (HSC) with 72%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Voorbereidend Wetenschappelijk Onderwijs (VWO) with an overall score of 7.4, to include any essential subject(s) at grade 7.

English language: English at grade 8 in HAVO is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the NECO in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of 3.5 or 60%, to include any essential subject(s) at grade 3.0 or 55%.

English language: English at C6 or higher in the NECO is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the WAEC in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of 3.5/60%, to include any essential subject(s) at grade 3.0/55%.

English language: English at C6 or higher in the WAEC is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Secondary School Leaving Diploma/Matura with an overall grade of 4.0, to include any essential subject(s) at grade 3.

Applicants will typically be required to pass the Vitnemål for Vidergaende Opplaering with an overall average of 4, to include any essential subject(s) at grade 4.

English language: English at grade 4 in the Vitnemål for Vidergaende Opplaering is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Higher Secondary School Certificate at an average of 60%, and the first year of a university degree in a relevant subject with an average grade of 68%/3.5, to include any essential subject(s) at 68%.

Applicants will typically be required to pass the Matura with an average score of 70%, to include 3 Advanced subjects at a minimum of 50%, to include any essential subject(s) at Advanced level with a score of 70%.

Applicants will typically be required to pass the Diploma/Certificado Nível Secundário de Educação with an overall grade of 16, to include any essential subject(s) at grade 16.

Applicants will typically be required to pass the Qatar Senior School Certificate (Shahadat Al-Thanawaya Al-Aama) at an average of 60%, and the first year of a university degree in a relevant subject with an average grade of 3.0/80%, to include any essential subject(s) at 2.5/75%.

Applicants will typically be required to pass the Diplomă de Bacalaureat with an overall grade of 8, to include any essential subject(s) at grade 8.

Applicants will typically be required to pass the Attestat o Srednem Obrzovanii (Certificate of Secondary Education) at an average of 4, and the first year of a university degree in a relevant subject with an average grade of 3.9, to include any essential subject(s).

Applicants will typically be required to pass the General Secondary Education Certificate (Tawjihiyah) with an average of 60%, and either the post-secondary diploma or first year of a university degree in a relevant subject with an average grade of 4.0/80%, to include any essential subject(s) at 75%.

Applicants will typically be required to pass Singapore GCE A-Levels with grades BBC, to include any essential subject(s).

Applicants will typically be required to pass the Vysvedčenie o maturitnej skúške at grade 2.0, to include any essential subject(s) at grade 2.

English language: English at B2 level at grade 2 in the Vysvedčenie o maturitnej skúške is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Maturitetno spričevalo at grade 4, to include any essential subject(s) at grade 4.

Applicants will typically be required to pass the National Senior Certificate (with Matriculation Endorsement) with 4 subjects at 6655, to include any essential subject(s).

Applicants will typically be required to pass the Título de Bachiller with an average score of 7.8, to include any essential subject(s) at grade 7.

Applicants will typically be required to pass the Sudan School Certificate with an average of 60%/C, and the first year of a university degree in a relevant subject with an average grade of 75%/B+, to include any essential subject(s).

Applicants will typically be required to pass the Avgangsbetyg/Slutbetyg fran Gymnasieskola with an average score of 17.5, to include any essential subject(s) at level 5 grade B.

English language: English Level 5 at grade B or English Level 6 at grade C in the Avgangsbetyg/Slutbetyg fran Gymnasieskola is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Certificat de Maturité with an overall grade of 5.0, to include any essential subject(s) at grade 5.

Applicants will typically be required to pass Maturitätszeugnis with an overall grade of 5.0, to include any essential subject(s) at grade 5.

Applicants will typically be required to pass the Attestato Di Maturità with an overall grade of 5.0, to include any essential subject(s) at grade 5.

Applicants will typically be required to pass the Certificate of Complete General Secondary Education at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 3.8, to include any essential subject(s).

Applicants will typically be required to complete the Certificate of Secondary Education/Maw 6 with an average of 80%/3.5, to include any essential subject(s) at grade 3; or complete the first year of a university degree in a relevant subject with an average of 3.0, to include any essential subject(s) at 2.5.

Applicants will typically be required to pass the High School Diploma at an average of 55%, and the first year of a university degree in a relevant subject with an average grade of 3.5 (on the 5 point scale) or 65 (on the 100 point scale), to include any essential subject(s).

Applicants will typically be required to pass the Certificate of Secondary Education at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 4.0, to include any essential subject(s).

Applicants will typically be required to pass the Certificate of Complete General Secondary Education, and the first year of a university degree in a relevant subject with an average grade of 75% / 3.0 (on the 4 point scale) / 4.4 (on the 5 point scale), to include any essential subject(s).

Applicants will typically be required to pass the General Secondary Education Certificate Examination at 65%, and the first year of a university degree in a relevant subject with an average grade of 2.7, to include any essential subject(s) at grade 2.3.

Applicants will typically be required to pass the Diploma of Academic Lyceum at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 70%, to include any essential subject(s).

Applicants will typically be required to pass the Título de Técnico Superior Universitario, and the first year of a university degree in a relevant subject with an average grade of 60% / 6.5 (on the 10 point scale) / 14 (on the 20 point scale), to include any essential subject(s).

Applicants will typically be required to pass the Zimbabwe General Certificate of Education at Advanced Level with grades BBC, to include any essential subject(s).


English Language Requirements

All courses at Abertay University are taught in English. If your first language is not English, you will need to demonstrate that you meet our English language requirements. Accepted English language qualifications include:

IELTS - overall score of 6.0 with no band lower than 5.5

TOEFL - overall score of 78 (individual elements: L-17, R-18, S-20, W-17)

Cambridge FCE/CAE/CPE - overall score of 169 on Cambridge Grading Scale

International Baccalaureate - English B at S5 or H4, English A no specific grade required

European Baccalaureate - English Language 1 at grade 6 or English Language 2 at grade 7

You do not need to prove your knowledge of English language if you are a national of certain countries. Please see English Language Requirements for the full list of accepted qualifications and further details.

 

If your academic qualifications aren't listed above, or if you have any further questions, please contact our international team using the form below. There is also lots of useful information for international applicants on how to apply, visa information, and studying in Scotland on our international pages.


Contact our International Team

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Support for Ukrainian students

We're keen to offer help to Ukrainian students who may wish to transfer from their existing institution in Ukraine or to register with us as new students for intake in September. There will be no tuition fees charged for the duration of the degree programme, as those with refugee status are treated as ‘Home/Scottish’ students and will also have access to the Student Awards Agency for Scotland bursary and student loans. Our Recruitment Team can help guide applicants.

SEND AN ENQUIRY

Not sure if you're eligible for entry?

If you have the potential and motivation to study at university, regardless of your background or personal circumstances, we welcome your application.

We understand some people have faced extra challenges before applying to university, which is why is why we consider the background in which your academic grades have been achieved when making an offer.

If you expect to receive passes in three Scottish Highers (grades A-C) and have either ...

  • been in care
  • participated in a targeted aspiration-raising programme such as LIFT OFF, LEAPS, FOCUS West, or Aspire North
  • no family background of going to university
  • attended a school or lived in an area where not many people go to university

... we encourage you to submit an application.

Fees and funding

The course fees you'll pay and the funding available to you depends on factors such as your nationality, location, personal circumstances and the course you are studying. 

More information

Find out about grants, bursaries, tuition fee loans, maintenance loans and living costs in our undergraduate fees and funding section.

 

Scholarships

We offer a range of scholarships to help support your studies with us.

As well as Abertay scholarships for English, Welsh, Northern Irish and international students, there are a range of corporate and philanthropic scholarships available. Some are course specific, many are not. There are some listed below or you can visit the Undergraduate scholarship pages.

View all

Abertay International Scholarship

This is an award of up to £12,000 for prospective international undergraduate students.

Abertay RUK Scholarship: Games/Computing/Cyber

A scholarship for prospective undergraduate games, computing and cybersecurity students applying from England, Wales or Northern Ireland.

Ninja Kiwi

The Ninja Kiwi Scholarship is a one-year scholarship of £1,500 and is open to students who are entering Year 4 of Games course.

The Robert Reid Bursary

Two £1,000 awards for students who have overcome challenges to attend university.

Careers

As the computer games industry continues to grow, so does the demand for first-rate game programmers and computer programmers with knowledge of developing applications using middleware such as game engines.

Upon graduation, you’ll possess a games-orientated programming degree, which is directly relevant to the needs of industry. The programme was created in response to industry requirements and is Skillset and PlayStation first accredited.

 

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Choose Your Path

We work with leading game developers such as Electronic Arts, Sony Interactive Entertainment Europe, Codemasters, 4J Studios, and Denki, making graduates from the degree highly employable within these industries.

Graduates have found employment as games programmers in a wide variety of different areas, such as creating console games for …

  • Sony PlayStation®
  • Nintendo
  • Microsoft

… as well as programming the latest mobile devices.

While pursuing their studies, some students have even created their own startup companies.

 

Female wearing a Virtual Reality headset

Industry Links

Abertay has strong links with a wide range of companies including Sony, Microsoft, Ubisoft, FuturLab and Tag Games.

Industry engagement is an essential part of the degree. You’ll hear from industry speakers and receive mentorship from industry professionals as part of your group project work – this is as close as it gets to working for a games company. 

A screenshot from a computer game

Get inspired

Meet some of our Computer Game graduates and find out what they've gone on to do.

A picture of Steven Taarland

Steven Taarland

Co-Founder of the Rainbow Jam, Steven helps to celebrate and promote LGBT+ themes in games.

Find out more

Isabella Wang smiling

Isabella Wang

Isabella's Abertay degree gave her a significant edge in the job market in China. She's now a Chief Designer in Beijing.

Find out more

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David Hamilton

Ninja Kiwi's Executive Vice President shares his journey from Abertay to over 100 million downloads.

Find out more

Dare Academy

Every year, we run the prestigious Dare Academy project, where teams of students are given a unique month-long summer hot-housing experience with games industry mentors to build and polish an industry-standard game.

We then showcase the games at EGX, the UK's biggest games event, and the top three teams are flown out to visit international games partners and to be profiled.

This is a unique offer for Abertay games students and it ensures you stand out from the crowd.

If you’re applying from overseas or from outside Scotland, we have scholarships available to make your studies more affordable.

Group of Dare Academy contestants

Unistats

Unistats collates comparable information in areas students have identified as important in making decisions about what and where to study. The core information it contains is called the Unistats dataset (formerly the Key Information Set (KIS)).

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