BSc (Hons) Games Computing with Virtual and Augmented Reality

Program Overview

The BSc (Hons) Games Computing with Virtual and Augmented Reality at the University of Lincoln equips graduates with the skills and knowledge to develop games for extended reality platforms. Its curriculum emphasizes programming, game design, artificial intelligence, user experience, and virtual and augmented reality development techniques. Graduates are prepared for technical careers in the games industry, including roles as developers, programmers, level designers, and testers. The program also provides research opportunities and access to industry-standard software and equipment, fostering a vibrant community of students and researchers.

Program Outline

The programme aims to prepare students to contribute to the growing development and interest in extended reality, with a focus on interaction, immersiveness, and entertainment. The course also aims to develop a skillset that is applicable to the wider spectrum of the digital sector. Beyond learning how to develop software, students can also develop an understanding of the interaction between the computer and its user, and how to design an engaging experience.

Outline:

• Year 1: Students study the fundamental areas of computer science and games development, including programming fundamentals, maths for computing, and games development.
• Year 2: Students delve deeper into areas of games computing, such as advanced programming, concept development, user experience design, and artificial intelligence, with a focus on game development for virtual and augmented reality.
• Year 3: Students complete a games development project and can choose from a range of specialist optional modules, including Physics Simulation, Parallel Programming; Autonomous Mobile Robotics; Image Processing; and Cross-Platform Development.

Modules:

• Algorithms and Complexity: Introduces the concepts of Algorithms and Complexity, providing an understanding of the range of applications where algorithmic solutions are required.
Students will have the opportunity to be introduced to the analysis of time and space efficiency of algorithms; to the key issues in algorithm design; to the range of techniques used in the design of various types of algorithms. Students can also be introduced to relevant theoretical concepts around algorithms and complexity in the lectures, together with a practical experience of implementing a range of algorithms in the workshops.
• Game Design: Explores the theoretical underpinning of the games design process, focusing on how design techniques can be employed to address a design brief or specific problem domain.
Students can develop a first-hand understanding of how games concepts can be developed through a process of exploratory ideation. Concepts such as design patterns, gameplay, game mechanics, storyline, narrative, game architecture, randomness, and game balance are all studied, using a range of games examples from both contemporary and traditional sources. Theories of game design are studied through practical work and experimentation using hands-on exercises such as paper prototyping.
• Game Studies: Designed to provide grounding and context to the Games Computing programme, encompassing historical, societal, aesthetic, and ethical aspects of games as cultural artefacts, and strongly reflects the international level research contributions into game studies ongoing within the School.
This includes methodologies and topics such as games user research, experience design, and understanding games in social, physical, and cultural contexts. This study will be complemented in the form of reflective workshops where analytical techniques will be practised using commercial game examples, and other media artefacts that communicate cultural aspects relating to play.
• Maths for Computing: Aims to equip students with mathematical knowledge and skills required to design and develop computer systems and software.
Representative topics include sets, relations and functions, logic, algebra, basic statistics, and probability theory. The critical role of mathematics in Computer Science and Games Computing and will be demonstrated with applied examples. The module aims to extend students' knowledge of computer programming and introduces them to the object-oriented paradigm and related concepts applied to algorithm and software development. There is also emphasis upon the use of version control and its role in archiving and facilitating software development. The module examines the principles of abstraction, decomposition, modelling and representation as a means to frame and characterise problem scenarios, and as tools to understand potential solutions. The module concentrates on problem-solving strategies and in particular the vocabulary through which these strategies are articulated. This type of vocabulary is explored as representational device for capturing organisational behaviour and form.
• Programming Fundamentals: Introduces students to software constructs and the development of simple programs using a high-level programming language.
Simple design concepts and standard programming practices are presented, and attention is paid to the fundamentals that constitute a complete computer program including layout, structure, and functionality. Additionally, the fundamental computing data structures allowing the representation of data in computer programs are explored and implemented.
• Applied Programming Paradigms: Aims to provide a comprehensive analysis of the general principles and practices of advanced programming with respect to software development.
Notions and techniques of advanced programming are emphasised in the context of analysis, design, and implementation of software and algorithms. Great importance is placed upon the Object-Oriented paradigm and related concepts applied to algorithm and software development using the C++ programming language, however students will also be exposed to the principles and underlying theories pertaining to functional programming.
• Artificial Intelligence: Aims to provide a modern introduction to the basic concepts of symbolic artificial intelligence, set in the context of intelligent agents.
The module covers the basic concepts such as statespace representations and search, heuristic and adversarial search methods, and simple optimization techniques. The module also covers knowledge representation, AI planning, and some simple, nonstatistical, machine learning methods.
• Concept Development: Aims to develop students’ applied design problem- solving and practical implementation skills.
The module will be delivered over a semester. The delivery will be divided into two main cycles. The first half will be focused on game theory and paper prototyping. The second half will be about digital prototyping and development. The students will use the remaining workshop time to explore the problem-space and prototype a solution or artefact. Students will be expected to document their ongoing prototyping process as this will form part of their assessment. At the end of each cycle, the students will be given feedback as part of an informal interim assessment. This module provides the students with the opportunity for significant games implementation practice, and the opportunity to develop their portfolio of design concepts. The module will underpin practical development work with theoretical concepts of user experience in VR/AR platforms, such as immersion, presence, fidelity, and embodiment. These will be contextualised by VR game experiences, and students' previous knowledge of games development and design.
• Game Programming: Introduces second year students to the fundamentals, theories, and techniques of games programming.
It is designed to give students a grounding in the development of video games, predominantly targeting PC systems, but with some attention to games consoles, mobile, and web platforms. It will use C++ to support the understanding and application of computer science components and bring them together appropriately within a games programming context. The module considers games programming algorithms and techniques, whilst ensuring students have the chance to understand and apply the various programming aspects of games development. This includes the player interaction techniques, input devices, data handling (including loading and saving), rendering, and how sound and control interfaces make up a game and a game engine. Students will be encouraged to develop code and solutions that delivers complete gaming experiences.
• Team Software Engineering: Aims to provide students with experience of working as part of a team within a simulated commercial setting.
Students have the chance to go through the key phases of software development from ideation through to development, testing, delivery, and publishing. Throughout the module students can learn how to manage and deliver commercial software development projects. This will include ethical, social and professional issues, project management, communication, time management, and team-working strategies. The module aims to further skills developed in the first year and places them in a simulated commercial setting. The final piece of work produced as part of the software development process should be suitable for inclusion within a professional portfolio.
• User Experience Design: Provides students with the opportunity to develop knowledge of the processes and principles of Human-Computer Interaction (HCI) and User Experience Design (UXD) starting with a history and overview of the role HCI in furthering the field of computer science.
The module will guide students through notions of usability and accessibility, user-centred design and requirements analysis, prototyping, statistical analysis, and qualitative evaluation using state of the art methods and techniques. The professional, ethical, social, and legal issues in designing and studying interactive technology will be considered throughout.
• Graphics: Introduces the student to the theory, principles, methods, and techniques of 3D computer graphics.
The specialised mathematical underpinnings are explored along with their practical application in algorithms commonly used in videogame development. The development of skills in implementing computer graphic applications with modern, standard graphics pipelines encourages students to develop their programming skills while observing the theory of 3D graphics in practice. This is delivered through a hands-on games programming context where students will be encouraged to develop interactive 3D graphics applications using industry standard tools and technologies. This module aims to develop students' awareness and ability to implement and utilise mathematical approaches commonly seen in real-time systems such as videogames. In addition, modern graphical techniques will be explored, with reference to current industry practice, and students will be expected to demonstrate an ability to analyse requirements, systematically appraise existing methods, and employ critical-thinking in the development of their own pieces of work.
• Physics Simulation: Realistic physics simulation is a key component for many modern technologies including computer games, video animation, medical imaging, robotics, etc.
This wide range of applications benefiting from real-time physics simulation is a result of recent advances in developing new efficient simulation techniques and the common availability of powerful hardware. The main application area considered in this module is computer games, but the taught content has much wider relevance and can be applied to other areas of Computer Science.
• Procedural Content Generation: Builds and extends previous practical study of games development by exploring algorithmic approaches to the generation of in-game content.
The content focuses on practical perspectives on game development and the applications of procedural content in the modern games industry. The theoretical content of the module will discuss a suite of approaches with a focus on critical perspectives regarding their application and implementation. The practical aspect of this module covers the use of these methods in the development of in-game content which could be applied to commercial-level projects. This will include the role that procedural content plays as a tool to the modern games designer.
• Project: Offers students the chance to demonstrate their ability to work independently on a significant, in-depth project requiring the coherent and critical application of computer science theory and skills.
Students must initially produce a project proposal and related materials to frame the work, specifying clear, specific, academically justified, and appropriately scoped aims and objectives, as well as feasible means for fulfilling those aims and objectives. Students then work independently to fulfil those project goals. Throughout this process students are expected to demonstrate the application of practical development and analytical skills, innovation and/or creativity, and the synthesis of information, ideas and practices to generate a coherent problem solution.
• XR Game Studio: Aims to emulate a studio-based working environment in a classroom setting: students will collaborate in small teams to design, develop, and evaluate a VR game experience over a period of one semester.
Each team will undertake a process of iterative design, prototyping, and evaluation over the duration of the module, resulting in a resulting in an implementation which meets the specification presented in an initial brief. Students will document their work on a week-by-week basis, and this will form part of their assessment. The module will incorporate the flexibility for students to collaborate with cohorts of students in other schools and colleges within the University, in order to foster an interdisciplinary approach to learning, and better represent an authentic working environment.
• Autonomous Mobile Robotics: Aims to introduce the main concepts of Autonomous Mobile Robotics, providing an understanding of the range of processing components required to build physically embodied robotic systems, from basic control architectures to spatial navigation in real-world environments.
Students will have the opportunity to be introduced to relevant theoretical concepts around robotic sensing and control in the lectures, together with a practical “hands on” approach to robot programming in the workshops.
• Cross-Platform Development: Aims to provide students with knowledge on an alternative, and increasingly important, ‘platform agnostic’ approach for mobile development.
This approach embraces the use of cross-platform methods by developing applications with a single code base that run efficiently across distinct mobile platforms, with maximum code reuse and interoperability. Students will have the opportunity to investigate platform-dependent constraints by critiquing the emergent space of cross-platform tools and frameworks that aim to maximise code sharing between mobile platforms, whilst retaining common like-for-like sensor features such as geolocation, camera, storage and push notification’s without compromising performance or overall user experience. Contemporary cross-platform tools will be adopted throughout the module for the creation of applications that bridge multiple mobile platforms.
• Cyber Security: Provides an understanding of the challenges in cyber security faced by society and industry.
The module examines a range of cyber threats and attack types and introduces strategies to mitigate these. It also prompts students to consider the legal, social, and ethical implications of cyber security.
• Parallel Programming: Parallel Programming is an important modern paradigm in computer science, and a promising direction for keeping up with the expected exponential growth in the discipline.
The relevance of parallel computing is especially prominent due to availability of modern, affordable computer hardware utilising multi-core and/or large number of massively parallel units.

Assessment:

The programme is assessed through a variety of means, including in-class tests, coursework, projects, and examinations. The majority of assessments are coursework-based, reflecting the practical and applied nature of games computing science. The weighting given to each assessment method may vary across each academic year. Graduates can work across the games industry as developers, tools programmers, artificial intelligence programmers, level designers, mission scripters, games testers, and in many other roles in the wider IT industry. Lincoln graduates have gone on to work for computer games industry giants and other specialist companies in the sector. These include Electronic Arts (EA Games), Criterion Games, Rockstar Games, Sumo Digital, BAE Systems, and Team 17.

Other:

• Students have the opportunity to be part of a vibrant community of active researchers and take part in extracurricular activities such as performance and games workshops, game jams, and national competitions.
• Students also have access to a specialist development laboratory, industry-standard software development environments, 3D modelling software and virtual reality systems.
• Software development environments such as Unreal Engine 4, Unity Pro, and Visual Studio play a major part in the practical elements of the course.
• Full-time students have the option of a year-long professional practice placement, which can be overseas, after the second year, providing real-world experience.
A Placement Year Fee is payable to the University of Lincoln during this year for students joining in 2025/26 and beyond. Students are expected to cover their own travel, accommodation, and living costs. There may also be opportunities to take shorter work placements and overseas study visits.