Brunel University MA Digital Games Programme Specification

MA Digital Games: Theory and Design
Masters programme

1. Awarding institution: Brunel University

2. Teaching institution: Brunel University

3. Home school/associated institution: School of Arts

4. Contributing school(s)/associated institution: n/a

5. Programme accredited by: n/a

6. Final award: MA

7. Programme title: MA Digital Games: Theory and Design

8. Normal length of programme and minimum/maximum period of registration: One year full-time (minimum registration one year; maximum registration two years), two years part-time (minimum registration two years; maximum registration three years),

9. Mode of study and mode of delivery: Full and Part time; Standard Delivery Taught

10. Intermediate award(s) and title(s): PG Certificate Digital Games; PG Diploma Digital Games: Theory and Design

11. UCAS code: not applicable for Masters programmes: n/a

12. Date programme specification written or revised: 2005

13. Relevant subject benchmark statements & other external and internal reference points used to inform programme outcomes

• International Games Developers Association (IGDA) Curriculum Framework (feb2003 v.2.3 beta)

Guidelines issued by the industry body IGDA on core components/content have been adhered and referred to in the design of the curriculum. The aim of IGDA’s guidelines is to aid those in the process of designing and delivering academic programmes to ensure that programmes produce graduates with skills of use to the industry.

• QAA M level descriptors

• University Learning and Teaching Strategy

• There is currently no benchmarking for Digital Games: theory and design programmes, however both the media and multimedia benchmarks have been consulted.

14. Educational aims of the programme

Programme Aims

• To produce graduates who have a comprehensive and sophisticated understanding of the advanced academic study of digital games and the techniques and principles used in their design.

• To provide the relevant expertise and teaching and learning environment to support students’ critical and creative engagement with issues at the cutting edge of analysing and designing digital games; to enable students to contribute to process of defining ‘game studies’ as a new academic discipline.

• To produce graduates who have the skills and knowledge to take employment in the digital games industry and who can make contributions to the development of innovative games that go beyond current markets; to equip students with the skills necessary to under-take doctoral level research.

15. Programme and intermediate learning outcomes

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:

16. Teaching, learning and assessment strategies to enable learning outcomes to be achieved and demonstrated.

A Knowledge and Understanding

1. Knowledge and Understanding of:

• The methodologies and approaches used in the advanced study of digital games (PGCert/PGDip)

• The theoretical debates and issues arising from interactive, participatory game media and understanding of the history of the medium (PGCert/PG Dip)

• Debates about the cultural significance and industrial context of digital games (PGCert/PG Dip)

• A range of approaches to the conceptual design of digital games

• The creative, conceptual and theoretical relationships between theory and design of digital games

• The business and economic contexts of the games industry

• The legal and ethical implications of using copyright material and intellectual property.

Learning/teaching methods and strategies

The curriculum design ensures that the core focus of the programme is on the relationships between creative practice and theory. Students take design and theory modules in both terms, and the design projects in the two design-focused modules require both practical and written work, the latter is an evaluation in theoretical and conceptual terms of the project work. Critical approaches are addressed in detail in one module where students conduct a detailed study of different methodological approaches used in the analysis of digital games. Building on this, the theory-based module Socio-cultural Contexts engages students with the analyses of the socio-cultural implications of existing digital games using a variety of methodological approaches. The combination of practical conceptual design exercises undertaken alongside theoretical analyses is formulated to encourage at a core level a reflective and informed approach to the academic study and design of digital games, their markets, forms and contexts. In addition all students will be issued with a subscription to play the same multi-player online game, the aim of which is to play together as a means building knowledge through sharing of and reflecting on the experiences of the design of that game, as well as providing a virtual meeting place for discussions. Use will also be made of the MA forum to aid in the development of knowledge and to solicit discussion.

Students are provided with comprehensive module outlines which outline topics covered and appropriate reading.

The programme is taught by a team of tutors who specialise in research into the theoretical analysis of digital games or who are professionals working currently or who have worked as game designers in the industry. The composition of the teaching team will ensure that students engage with ideas at the forefront of the discipline as well as with professional practice.

Assessment

The range of assessments ensures that different areas and expressions of knowledge in both theoretical, industrial and design terms are developed and tested. Practical work is assessed by a range of projects throughout the programme, many of which are done in groups. Assessed practical exercises and projects require increasingly more complex knowledge of markets, parameters and techniques throughout the programme. In addition, and in keeping with the theory-practice interface focus of the programme, all practical exercises assess students’ theorisation and critical reflection on their work. Written essays that accompany projects require evaluation of their work using a range of theoretical and critical tools. Conventional essay formats used on the theory modules assess students understanding of the socio-cultural contexts and implications of digital games, as well as assessing students’ understanding and evaluation of debates and methodological approaches current within the academic study of digital games. The Project module, required for the award of MA, enables a more sustained engagement in which detailed knowledge is tested – this might be a long written project, or, a combination of practical work and evaluative analysis.

B Cognitive (thinking) Skills

2. Able to:

• Apply, evaluate and reflect critically on different theoretical, practical, conceptual and methodological approaches to digital games and their design (including evaluating the strengths and weaknesses of different design traditions and theories) (PGCert/PGDip)

• Combine independent thought and creativity with research techniques to engage with different types of games, their design and the types of player experiences they produce. (PGCert/PGDip)

• Explore self-reflexively and articulate in written and oral form the ways that game design issues inform the creative, conceptual and theoretical relationships between practice and theory. (PGCert/PGDip)

• Create designs for games that intersect with current issues around gaming, including issues of target market, the types of experience of gameplay that a design might produce and addressing the ways that game design might work with or against dominant modes and genres.

• Combine independent thought, self-reflection, initiative, creativity, research skills and critical understanding in original game designs.

Learning/teaching methods and strategies

Lectures, seminar discussions and workshops with game designers working within the industry engage students with a range of approaches to the analysis and design of digital games that they expected to evaluate. A range of textual, design and research materials are examined. These include analysing existing games, evaluating various design and conceptual methodologies (ludology, narratology, structural, empirical and interpretational for example). The curriculum is designed to enable students to revisit and reassess ideas and their relationships within and between modules. Lectures will provide overviews of particular areas, providing material for evaluative discussion and will also be used to present to students the research work of tutors engaged in cutting edge research. Seminars provide a forum for sustained dialogue and in practical modules will facilitate the production and evaluation of design schemes. Set readings and collective and individual game playing will provide the material for exploration and critique. Through group work within seminars, we aim to create a learning environment that encourages independent thinking, creative and exploratory dialogue, and self-reflection. Informal presentations of work in progress will enable students to evaluate each others work, share good practice and their creative and research techniques. Workshops from game professionals acquaint students with demands of professional practice and help students to recognise – and evaluate - the industrial constraints on game design and inform them of current practices and approaches to design (thereby broadening horizons). Ultimately we aim to provide a forum in which students are encouraged to reflect critically and find their intellectual and creative voices. Tutorials and feedback on essays and practical projects provide important intermediary guidance requisite to a good learning process. Research-led teaching demonstrates the links students are expected to develop between original thought, research and design methods, and theoretical analysis.

Assessment

All essays require evaluative work that requires a range of cognitive skills. In design focused modules essays require students to conduct self-reflection on their creative practical work and help tie these modules to the theoretically-focused modules. Development diaries will aid students in reflecting on their learning processes, demonstrate to tutors individual’s contributions to group projects and aid in the process of developing project management skills. Each student is allocated a project supervisor for the final project who will assist with the planning stage of the project. All projects are marked by two internal markers.

C Other Skills and Attributes (Practical/Professional/Transferable)

3. Able to:

• Produce innovative and original game designs

• Manage workloads, prioritise tasks (PGCert/PGDip)

• Exercise research skills appropriate to M level work

• Deploy interpersonal skills required to engage with a group of people to produce game designs (PGCert/PGDip)

• Problem solve production management issues (PGCert/PG Dip)

• Communicate ideas effectively and clearly in oral and written formats (PGCert/PG Dip)

Learning/teaching methods and strategies

Oral presentations and group discussions in seminars and workshops allow students to develop skills of clear and effective communication. Tutor feedback on essays and projects helps to develop writing and design skills. Group projects develop teamworking and project management skills. Practical projects require students to self-manage, problem-solve and work to deadlines. The practical projects become throughout the programme more substantial, culminating in the final M level project (if the game design option is taken). This staged approach allows for progressive development of practical, personal interpersonal, research, project management and technical skills. A progressive approach is also evident in the written elements of the programme; culminating in the substantial written project (if opted for), again testing and developing research, written and project management skills.

Assessment

Assessed presentations require students to present ideas in oral form, developing thereby presentational skills required in a range of work environments. Marking criteria for written work emphasises the importance of lucidity, well-researched arguments underpinned by evidence, and independent, evaluative thought. Marking criteria for practical components emphasise the importance of innovative and rigorous design. Reflective evaluation of practice encourages the appraisal of the relative merits of such work. Practical projects require students to work in groups, developing and testing project management and interpersonal skills. The combination of written and practical work and their different demands require excellent time and self management skills.

17. Programme structures and features: levels; module, credit and progression and award requirements

Level 5 (Masters)

Compulsory module codes, titles and credits

Code Game Design 1 (30 credits)

Code Critical Approaches (30 credits)

Code Game Design II (30 credits)

Code Socio-Cultural Contexts (30 credits)

Code Project (60 credits)

Option module codes, titles and credits

No optional modules.

Progression and award requirements

As per SR3

MA Digital Games: Theory and Design

PG Diploma Digital Games: Theory and Design

PG Certificate Digital Games

Other levels

Compulsory module codes, titles and credits

Option module codes, titles and credits

Progression and award requirements

18. Programme regulations not specified in SR3 and SR4, eg. condonation range. Any departure from regulations specified in SR3 and SR4 must be stated here and approved by Senate.

See above – progression and award requirements.

19. Admission requirements

A good Honours degree, or equivalent, in related discipline (arts, English, media, social science, multimedia, computer science, design for example). No experience of game design or computing experience is required but preferred. All applicants will be interviewed. An IELTS score of 6.5 or above for International Students with English as a second language.

20. Additional relevant information (e.g. study abroad, information on placements, matters specific to professional courses)

n/a

21. Further information about the programme is available from:

Dr Tanya Krzywinska, Reader in Film and TV Studies (programme convener) or,

Sue Ramus, Post Graduate Administrator for School of Arts. Brunel University, Cleveland Road, Uxbridge, UK UB8 3PH

Email: Tanya.krzywinska@brunel.ac.ukFONT FACE="Arial, sans-serif"> or Sue.ramus@brunel.ac.uk</FONT>

Tel: +44 (0) 1895 274000

Please note: this specification provides a concise summary of the main features of the programme and the learning outcomes that a student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the module guide and course handbook. The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.