2019/20 Full-time Postgraduate course
Master of Arts
Faculty of Arts, Humanities and Social Sciences
Belfast School of Art
Focusing on the design and development of games utilising the latest tools and technologies.
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The MA Games Design is the perfect programme if you are passionate about the design and development of games. This creative course focuses on areas such as gameplay scripting, narrative techniques, level design and emerging technologies. Students will develop their skills by creating highly polished games that are underpinned by core game design principles and industry practises. Students will have the opportunity to create games for traditional and emerging platforms including contemporary technologies such as Virtual, augmented, and mixed reality devices allowing them to explore new possibilities in games.
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The UK has a long history of making world class video games and Northern Ireland is now host to many successful independent studios making it an ideal destination to study game design. The MA Games Design programme aims to further establish Ulster University’s Belfast School of Art as the regional, national and international centre of excellence for creative industries in education and research.
The programme is designed to develop a range of professional skills, problem solving and experiences, leading to advanced games design practice. Supporting the research and development of individual practice, the course also provides an environment to fully explore opportunities for collaboration, allowing students to realise theoretically and critically informed game designs, locating their work in contemporary commercial and cultural contexts. The course also offers new skills and opportunities for experienced professionals wishing to return to further study and develop their professional practice. The programme addresses the gap between Academia and Industry, providing access to new opportunities and expertise within the creative industries. This strategic and intellectual linking of ideas, processes and outcomes in the programme will enable participants to present projects in the real world to a national or international standard.
The MA Games Design course seeks to create graduates with the skills and production experiences necessary for them to succeed as Games Designers. Students develop a number of proficiencies that are both vocational and academic.
The aims of the course are to:
Develop a comprehensive set of transferable skills, such as effective communication, organisation, group work and project management skills, pertinent to other sectors of the creative industries.
Attendance is available in part-time and full-time modes. Please contact us for more information.
An appropriate blend of established and effective reaching delivery methods will be employed to enhance your learning experience and to achieve the learning outcomes of the course. Typically large group teaching will include lectures, studio practice, demonstrations and small group teaching will include seminars, teamwork /projects, critiques (feedback).
The Aims and Learning Outcomes of the MA Games Design course will be achieved through a variety of teaching and learning methods, including:
Tutorials – 1-1 and team will help to develop communication skills and verbally process problems and tasks in hand. These are essential to support student learning and pastoral care.
Lectures – will impart essential information in traditional format. Case studies and the introduction of learning exercises within the lecture format will consolidate learning and introduce an opportunity for discussion and engagement. Guest lecturers from industry and academia will be invited throughout the programme to develop student engagement and understanding of the subject area.
Workshop and Studio Practice – will encourage the importance of problem solving, testing and refining, whilst also have the opportunity to learn new skills, ideas and approaches from experts in order to become experts within games design.
Practicals and Demonstrations – will introduce a process, technique or technologies to students by either a member of academic staff or a technician. They are a method employed to make you aware of the characteristics of transferable skills and technologies.
Critiques – will encourage effective communication, reflection, sharing of opinions, evaluation of information, skills and ideas and provide opportunities for peer learning.
Seminars – will encourage debate, reflexive thinking and good communication skills. They can facilitate deep learning: analysis, synthesis, evaluation of complex issues and construction of argument.
Teamwork projects – Collaborative learning provides the platform on which independent learning is nurtured. Giving you the opportunity to gain confidence, become aware of your strengths, and develop your own ideas. Tutorials, workshops and seminars will provide academic staff and students opportunities to discuss team progress, dynamics and evaluate member activity.
Blended learning – will offer the opportunity to consolidate and support face-to-face learning, communicate and share information with the wider cohort and develop essential digital skills. The course team will supplement and enhance module content including providing additional delivery of practical workshops, creating links to sources of further information, encourage online discussion groups the development of web based portfolios.
Diagnostic, formative and summative feedback – Diagnostic feedback is valuable in the very early stages of learning; it allows you to reflect throughout your learning rather than viewing it retrospectively. Ongoing formative feedback is given in tutorials, critiques and studio seminars in verbal form on a regular basis and is crucial to student progress. Formative feedback is also offered when part of the coursework is submitted for assessment during the semester. Summative feedback is presented after assessment in written and verbal forms and offers a chance for you to reflect on progress and achievement and to receive suggestions for future direction. The course team consider feedback crucial to both student and staff progress in that it:
The course ethos is based on the University, Faculty and School’s Teaching and Learning strategy. The course team aim to enhance the quality of the student learning experience by:
The University’s first year undergraduate teaching policy puts in place best practice for teachers and learners. The course team understand the importance of a fully integrated first year experience, which is evidenced by:
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
Calculation of the Final Award
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.
The academic staff have a wealth of experience working within the games industry and teaching creative subjects. Staff have worked on multiple titles that have been released for modern platforms such as PC, Xbox and Playstation. Staff are actively engaged with research and enterprise projects utilising the latest technologies such as augmented and virtual reality. This is providing a research environment that will give you opportunities to collaborate and engage with external industry, cultural and government bodies. In 2018 alone, students have won regional and national competitions by Royal Television Society NI, Flickerpix, Sixteen South and the BFX Awards
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2019-2020.
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Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
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This module enables students to develop an understanding of the user needs and challenging the existing through independent, innovative and disruptive thinking. Students will observe and develop empathy with the target user. This module will enable students in the process of questioning: questioning the problem, questioning the assumptions, and questioning the implications, allowing deeper investigation and critical evaluation of knowledge and understanding of the wider theoretical development of design as a discipline.
Level Design is a fundamental component to any game's success. This module aims to provide students with advanced critical and implementation skills underpinned by level design theory for a variety of game genres. Students will first analyse current contemporary games to gain an understanding of their level structures and flow whilst designing an original level for that genre or game, based on their own analysis and planning.
This module will provide initial framework from which an understanding of Game Design will be developed. Previous knowledge and experience will be revised, built upon and developed. The content is in part designed to contain some introduction to the essential elements of games design and rapid prototyping, which can also be attempted either at a basic, intermediate or advanced level. Assessment is based on two assessed outcomes, a pre-production document, and a prototype to be deployed on a windows-based platform.
A critical aspect that all games in development share is the iterative design process facilitated through rigorous testing and game analysis. This module aims to build skills in game testing methodology and techniques, providing knowledge on how to collect and analyse feedback data from multiple playtesting sources. This analysis will then drive changes to core game systems and gameplay parameters, ultimately leading to balanced gameplay.
This module gives students opportunities to explore and dissect the complexities surrounding the development of games on platforms such as Virtual and Augmented reality. This module will look at considerations a designer should have in terms of controls, user interface and user experience whilst exploring the unique gameplay experiences that each platform can provide along with their limitations with key technical aspects will be explored for each platform.
This module provides students with the opportunity to undertake a major, in-depth, individual study in an aspect of game design. The project will involve research and investigation in relevant aspects of a very specific area of study followed by the production of a major deliverable portfolio of relevant practice-based materials from the area of games design. The research, project process and evaluation will be reported via an accompanying written report which contextualises and evaluates the creative output.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
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Applicants must hold a degree (with at least 2:2 Honours standard) or equivalent or demonstrate their ability to undertake the course through the accreditation of prior learning.
The specific requirements for admission are detailed below:
i) Applicants should normally hold a good honours degree in any Game Design, Game Development, Animation, Computer Science, Engineering, Design practice, Visual Arts or cognate subject from a University of the United Kingdom or the Republic of Ireland, from the Council of National Academic Awards, the Higher Education and Training Awards Council or from an institution of another country which is recognised as being of an equivalent standard.
ii) Applicants may be interviewed along with the presentation of a body of work that can take the form of, but is not limited to, a portfolio and/or showreel and proposal. Applicants must be able to satisfy the panel at interview that their work is of a standard that will allow them to deal with the intellectual and practical rigours of the programme.
iii) Applications are welcomed from diverse backgrounds however where there is a discipline shift the applicant must represent a coherent rationale for this shift and evidence prerequisite knowledge, skills and experience.
The programme is devised specifically to support continuing lifelong learning for professions in a rapidly changing field. Therefore APL (Accreditation for Prior Learning) will be considered as evidence of exceptional ability appropriate to recruitment to the programme. Applications from professionals with extensive professional, industrial and/or commercial experience but lacking recent or higher level academic qualifications will be encouraged. APL (Advanced Prior Learning) will be considered as evidence of exceptional ability appropriate to the course.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Typically we require applicant for taught programmes to hold the equivalent of a UK first degree (usually in a relevant subject area). Please refer to the specific entry requirements for your chosen course of study as outlined in the online prospectus. We consider students who have good grades in the following:
|Level 12 English Lang in HSD|
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This programme is designed to prepare students for a career in a range of game development related fields such as game design, level design, app development and game testing.
Course Director: Brian Coyle