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De Montfort University

Computer Games Programming

UCAS Code: G624

Bachelor of Science (with Honours) - BSc (Hons)

Entry requirements


Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)

DMM

UCAS Tariff

104

from at least 2 A-Levels Five GCSEs 9-4 including English Language and Mathematics or equivalent.

About this course


This course has alternative study modes. Contact the university to find out how the information below might vary.

Course option

3.0years

Full-time | 2020

Other options

4.0 years | Sandwich | 2020

Subject

Computer games programming

Computer Games Programming BSc (Hons) at De Montfort University has been designed to allow you to learn the industry standard programming skills required to pursue a technical career within the creative games and entertainment industry. This course is accredited by the BCS – the Chartered Institute for IT – meaning you learn industry-relevant skills and can gain an industry-recognised qualification. The course incorporates the latest techniques and resources for developing stand-alone, web-based and mobile games, exciting graphics and animation. You will become familiar with the basic architecture and design elements of a computer game and learn programming languages and paradigms relevant to games development. You will have access to the Game Development Studios housing up to date technology, created for playing and developing games on a range of platforms. The studios are equipped with the latest console hardware as well as high -specification gaming PCs. It is important for you to play and evaluate games in order to stimulate ideas and identify good practice for your own games development. 92.9% of our Computer Games Programming graduates from summer 2017 are in work or further study after graduating according to the Destinations of Leavers from Higher Education (DLHE) 2016-17 report.

Modules

First year

Introduction to C++ Programming – This module provides an introduction into the basic aspects of writing computer programs in the C++ language. The module covers three areas: input/output through console and files, storage of data in computer memory through primitive variables, arrays, pointers and vectors and algorithm design strategies and implementation of algorithms.
Introduction to Object Oriented Programming in C++ – This module provides an introduction into the core concepts of Object Oriented Programming (OOP) through the C++ language. These core concepts include the class, the object, inheritance and association. The module then explores a contemporary OOP library which provides the functionality required for building games and simulations such as windowing, graphics, event handling and audio.
Computer Ethics – The module introduces students to the ethical theories affecting cyber security, software engineering, computer science and digital forensics.
Computer Law and Cyber Security – The module introduces students to the legal and professional context of cyber security, software engineering, computer science and digital forensics, it addresses legal framework, legal and professional responsibilities of the software engineer, systems manager, computer forensic and security practitioner.
Computer Systems – This module provides a foundation in computer architecture and operating systems with a specific emphasis on their security.
Computer Networks
Game Architecture and Design
Game Prototype Development

Second year

Core modules:

Applied Mechanics – The mechanics presented on this module can be split into three areas all concerned with rigid bodies: the simulation of motion, the detection of collisions and the resolution of collisions.
Artificial Intelligence for Simulation++ – Many applications of modern computing involve processes of assessment and decision making which used to be solely within the domain of human beings. Uses of Artificial Intelligence are widespread globally - from search engine algorithms on the internet to making decisions on credit worthiness to route finding in virtual worlds. This module covers in outline the major techniques of Artificial Intelligence and focuses on applications in computer games programming and simulation which use these techniques.
Object-Oriented Programming in C++ – The starting point of the module is that the student has done a module of C++ programming and understands the fundamentals of the Object Oriented (OO) approach. The purpose of this module is to further the students’ knowledge of the C++ programming language in a professional software development context. The course will involve significant development in softer skills critical to successful software development and the creation of high quality code.
Advanced Object-Oriented Programming in C++ – This module is concerned with expanding the students’ technical knowledge of the C++ programming language. The module looks at basic memory management and performance profiling, unit testing, polymorphism, design patterns, integration of existing libraries with a constant view of the quality of the code being produced.
3D Modelling
Introduction to Shaders
Development Strategies for Mobile Games
Mobile Games Development

Third year

Core modules:

Game Engine Architecture – This module is concerned with the techniques and technologies which go to make up a modern component based data driven game engine. As with all game engine development, run-time execution speeds are critical, as such the C++ programming language will be used throughout as it gives good access to hardware at a low-level whilst maintaining many of the design advantages of an object-oriented language, which are essential when considering a piece of software the size of a game engine.

Assessment methods

A variety of learning and teaching methods are used, including lectures, tutorials and practical laboratory work. Continuous evaluation forms the major part of the assessment process and there are many opportunities for practical development.
You will normally attend around 12-16 hours of timetabled taught sessions each week, and are expected to undertake at least 24 further hours of directed independent study and assignments as required.

Tuition fees

Select where you currently live to see what you'll pay:

England
£9,250
per year
EU
£9,250
per year
International
£14,250
per year
Northern Ireland
£9,250
per year
Scotland
£9,250
per year
Wales
£9,250
per year

The Uni


Course location:

Leicester Campus

Department:

Computing, Engineering and Media

TEF rating:
Read full university profile

What students say


We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

77%
med
Computer games programming

How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Computer games and animation

Teaching and learning

84%
Staff make the subject interesting
87%
Staff are good at explaining things
82%
Ideas and concepts are explored in-depth
84%
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

80%
Library resources
70%
IT resources
76%
Course specific equipment and facilities
71%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions

Who studies this subject and how do they get on?

91%
UK students
9%
International students
96%
Male students
4%
Female students
76%
2:1 or above
13%
Drop out rate

Most popular A-Levels studied (and grade achieved)

C
D
C

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Computer games and animation

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

£21,360
med
Average annual salary
96%
high
Employed or in further education
100%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

67%
Information technology and telecommunications professionals
6%
Business, research and administrative professionals
6%
Information technology technicians

This is a relatively new subject area for this kind of data, so we don’t currently have very much information to display or analyse yet. Gaming is a growing industry, and if it continues to grow we should see the rather high unemployment rate coming down over the next few years. Much the most common jobs for graduates who do get work after six months are in programming roles - but as things stand, be aware that jobs in the field are very competitive and personal contacts - either through family, friends or via specialist employment agencies - are a crucial way into the industry so be prepared to talk as well as code!

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

Computer games programming

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.

£23k

£23k

£25k

£25k

£25k

£25k

Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.

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This is the percentage of applicants to this course who received an offer last year, through Ucas.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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This information is from the Higher Education Statistics Agency (HESA).

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

Have a question about this info? Learn more here

Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

Have a question about this info? Learn more here