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Immersive Computing

Entry requirements


We welcome A Levels in a wide range of subjects, especially in those relevant to the course for which you apply.

We may consider a standalone AS in a relevant subject, if it is taken along with other A Levels and if an A Level has not been taken in the same subject. However, you will not be disadvantaged if you do not have a standalone AS subject as we will not ordinarily use them in our offers.

60 credits (with a minimum of 45 credits achieved at level 3) in a relevant subject.

A typical offer is between 104 and 120 UCAS points

Acceptable when combined with other qualifications

International Baccalaureate Diploma Programme

24

A typical offer is between 104 and 120 UCAS points

A typical offer is between 104 and 120 UCAS points

Acceptable when combined with other qualifications

Acceptable when combined with other qualifications

Acceptable when combined with other qualifications

A typical offer is between 104 and 120 UCAS points

Acceptable when combined with other qualifications

A typical offer is between 104 and 120 UCAS points

A typical offer is between 104 and 120 UCAS points

UCAS Tariff

104-120

A typical offer is between 104 and 120 UCAS points, primarily from Level 3 equivalent qualifications, such as A levels, a BTEC Extended Diploma or a Foundation Diploma, or current, relevant experience. Grade 4 (or C) or above in GCSE English Language, or equivalent, is a minimum language requirement for all applicants. Due to the creative nature of our courses, you will be considered on your own individual merit and potential to succeed on your chosen course. Please contact the Applicant Services team for advice if you are predicted UCAS points below this range, or if you have questions about the qualifications or experience you have.

a minimum of 40 UCAS tariff points, when combined with a minimum of 64 UCAS tariff points from the Supporting Qualifications

About this course


Course option

3.0years

Full-time | 2022

Subject

Computer games

Use new and experimental technology to create exciting learning environments, make accessible experiences and bring the impossible to life. You’ll learn computer science and human-computer interaction, alongside practical programming skills to develop mixed, augmented and virtual reality experiences.

While you learn, you’ll be able to put these skills to the test on live projects with industry partners, creating technology with a purpose. By the time you graduate, you’ll be equipped with the skills and knowledge to bring new and exciting technologies to a range of different industries.

You will

Develop immersive experiences that have the power to fundamentally change the way we interact with technology.
Collaborate in multi-disciplinary teams designed to simulate working in a way that connects to live research and industry partnerships.
Graduate with a varied portfolio of VR and XR experiences.
Work alongside a community of game artists, animators, designers and writers.
Have the chance to be the first to market with new, interesting and disruptive technology.

Modules

You'll gain practical experience in software engineering, computer science, and immersive media research methods. We'll cover development pipelines like agile with scrum, and build your specialist knowledge of novel and emerging immersive technologies used across the spectrum of extended reality (XR) applications.

Year one
You'll learn the basics of computing, programming and computer technology, and the pipelines and processes used in the industry. We'll support complete beginners as we go through the standards for collaborative software development, helping you apply what you've learned to a small team-based design and development project.

Modules
Development Principles
Principles of Computing
Creative Computing
Multidisciplinary Development Practice
Individual Creative Computing Project

Year two
Along with a team of multi-skilled collaborators, you'll integrate AR, VR or MR into a year-long 'world creation' project alongside game developers. You'll also grow your core computing skills in immersive technology.

We'll cover languages like Java and JavaScript, place more emphasis on C++, and teach you to develop for equipment like Microsoft HoloLens and HTC Vive.

Modules
World Creation Project: Pre-Production
Mathematics for Virtual Worlds & Simulations
Specialisms in Creative Computing
World Creation Project: Production
Developing Specialist VR Practice

Year three
We'll further explore the industry, and help you prepare for your future as an immersive technology developer. You'll take on an individual research project in novel and emerging technology, and a year-long team project combining collective innovation and enterprise. At the end of the year, you'll pitch your project to industry professionals as part of our annual Show and Tell day.

Alongside this, you'll study advanced topics in immersive experience design, and learn statistical computing for audience and experience analysis in R. You'll also set up a portfolio website using HTML and CSS.

Modules
Major XR/VR Development Project: Pre-Production
Research & Development: Practice
Major XR/VR Development Project: Production
Research & Development: Dissertation

The modules above are those being studied by our students, or proposed new ones. Programme structures and modules can change as part of our curriculum enhancement and review processes. If a certain module is important to you, please discuss it with the Course Leader.

Assessment methods

Coursework is the only form of assessment.
You'll be continually assessed on your projects, portfolios of specialist work, and insights.

The Uni


Course location:

Penryn Campus

Department:

The Games Academy

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.

78%
med
Computer games

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

86%
Staff make the subject interesting
91%
Staff are good at explaining things
84%
Ideas and concepts are explored in-depth
90%
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

75%
Library resources
69%
IT resources
85%
Course specific equipment and facilities
59%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions
Feel part of a community on my course

Who studies this subject and how do they get on?

88%
UK students
12%
International students
77%
Male students
23%
Female students
54%
2:1 or above
12%
First year drop out rate

Most popular A-Levels studied (and grade achieved)

B
C
E

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.

Games

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.

100%
high
Employed or in further education

Top job areas of graduates

30%
Artistic, literary and media occupations
26%
Information technology and telecommunications professionals
13%
Sales assistants and retail cashiers

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.

Computing

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

£13k

£13k

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.

Explore these similar courses...

Lower entry requirements
Bristol, University of the West of England
Games Technology (with Foundation Year)
Bachelor of Science (with Honours) - BSc (Hons)
4.0 years | Full-time | 2022
Nearby University
University of Plymouth
Games Development Technologies
Bachelor of Science (with Honours) - BSc (Hons)
3.0 years | Full-time | 2022
Higher entry requirements
University of Sussex
Games and Multimedia Environments
Bachelor of Science (with Honours) - BSc (Hons)
3.0 years | Full-time | 2022
Same University
Falmouth University
Immersive Computing with Integrated Foundation Year
Bachelor of Science (with Honours) - BSc (Hons)
4.0 years | Full-time | 2022

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This is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.

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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).

This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.

Have a question about this info? Learn more here

This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.

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.

Have a question about this info? Learn more here

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

Have a question about this info? Learn more here

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