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Games and Virtual Reality

Glasgow School of Art

UCAS Code: G450 | Bachelor of Science (with Honours) - BSc (Hons)

Glasgow School of Art

UCAS Code: G450 | Bachelor of Science (with Honours) - BSc (Hons)

Entry requirements

A level

A,B,B

A Levels ABB

HNC (BTEC)

M

Level 4 Diploma with Merit or above

International Baccalaureate Diploma Programme

30

International Baccalaureate Diploma award with a minimum of 30 points (18 points at Higher Level);

Leaving Certificate - Higher Level (Ireland) (first awarded in 2017)

H2,H2,H2,H2

Completion of Irish Leaving Certificate with Four Highers at H2 or above

Pearson BTEC Extended Diploma (QCF)

DDM

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

D,D,M

Scottish HNC

Pass

SQA Higher National Certificate

Scottish HND

Pass

SQA Higher National Diploma

Scottish Higher

A,B,B,B

SQA Highers with grades ABBB and above

UCAS Tariff

114-128

We've calculated how many Ucas points you'll need for this course.

You may also need to…

Attend an interview

groups

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About this course

Course option

4years

Full-time | 2025

Subjects

Creative computing

Computer animation and visual effects

Computer games programming

BSc Immersive Systems Design, with pathways in:

3D Modelling
Games & Virtual Reality
This programme will provide graduates with a highly relevant skill set in practical software and immersive systems (interactive 3D and Virtual / Augmented Reality) development, an understanding of how people and technology interact, combined with the creative insight essential to help create the future in immersive systems. This is a technology focused degree with a strong art-school foundation, combining rigorous taught components with studio-based learning and critical thinking.

The BSc in Immersive Systems Design will provide students with a foundation in theory and practical understanding of the methods, tools and techniques required to conceive, design and evaluate new interactive and immersive systems for traditional, immersive and mobile platforms.
Students will also gain an overall understanding in the two specialist pathways offered by the programme – 3D Modelling, Games & VR – before specialising in the final years of study. All students will also benefit from the opportunity to work collaboratively with students in the other study pathway, working in teams on real-world briefs. They will have opportunities to work with students on other programmes through shared courses and/or through collaborations on crossschool studio projects.

The degree will follow a ‘T’ shape structure, with a common structure in the first year of the degree, finishing with degree and honours years in which students increasingly specialise in their chosen pathway. In these final years, the overall course structure is shared across pathways, but studio projects are designed to reflect on study pathway and practices.

In the final year, a BSc dissertation provides an opportunity to engage in significant independent work with a focus on research & development in a science and technology context.

Across all years, there is an emphasis on Studio and problem-based learning – driving learning through a series of projects with real-world problems and situations, to provide an authentic and engaging context for learning. The Programme’s curriculum is designed to encourage creativity at all stages through a range open briefs and critical enquiries. Students on the Programme develop technical skills and knowledge through applied developments / implementations in which technical work is produced as a creative and critical response to themes, topics or debates aligned with wider GSA concerns and thematic enquiries.

Tuition fees

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

Channel Islands
£9,250
per year
England
£9,250
per year
EU
£24,350
per year
International
£24,350
per year
Northern Ireland
£9,250
per year
Republic of Ireland
£9,250
per year
Scotland
£1,820
per year
Wales
£9,250
per year

The Uni

Course location:

Garnethill Campus

Department:

School of Innovation and Technology

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.

63%
Creative computing

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.

Others in computing

Teaching and learning

75%
Staff make the subject interesting
81%
Staff are good at explaining things
75%
Ideas and concepts are explored in-depth
75%
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

63%
Library resources
71%
IT resources
80%
Course specific equipment and facilities
69%
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?

73%
UK students
27%
International students
63%
Male students
37%
Female students

Most popular A-Levels studied (and grade achieved)

A
B
C

Computer animation and visual effects

Sorry, no information to show

This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.


Who studies this subject and how do they get on?

76%
UK students
24%
International students
70%
Male students
30%
Female students

Most popular A-Levels studied (and grade achieved)

A
B
C

Computer games programming

Sorry, no information to show

This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.


Who studies this subject and how do they get on?

76%
UK students
24%
International students
70%
Male students
30%
Female students

Most popular A-Levels studied (and grade achieved)

A
B
C

After graduation

Sorry, no information to show

This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.

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Lower entry requirements
place
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Animation
BSc (Hons) 3 Years Full-time 2025
UCAS Points: 112
Same University
place
Glasgow School of Art | Glasgow
3D Modelling
BSc (Hons) 4 Years Full-time 2025
UCAS Points: 114-136

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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:

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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.

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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.

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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.

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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?

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