The convergence of technologies, platforms and creative practices around virtual worldbuilding has gained considerable momentum in recent years. The emerging Metaverse is currently providing much focus for new approaches to XR (extended reality), virtual production and digital twinning with numerous applications across arts, social sciences, engineering, health and education.
The Games Technologies Postgraduate Diploma will prepare students for roles in industry that utilise games tech. These include, but are not limited to: games companies, VFX, advanced manufacturing and digital twins. Students will gain practical experience in Unity and Blender, along with guidance on independent research into specialisations of their choice.
This addresses specific skills gaps across industry where expertise and experience of the opportunities afforded by these new media tools will become increasingly important. The programme aims to recruit students from a wide range of employment and disciplinary backgrounds where the applications of these advanced media production technologies are being becoming increasingly important.
The MediaLab is a newly-established centre of excellence for augmented and virtual reality at Queen’s University.
Games Technologies highlights
Industry Links
Real-world projects developed in collaboration with industry and academia.
World Class Facilities
Students will have access to the Capture Lab and HCI Facilities for User Testing of projects.
Internationally Renowned Experts
You will be taught by staff with research profiles of international standing, with a wide range of interests in Games Tech.
Student Experience
Studio Setting for Projects.
The Design Studio Module will see students work in multidisciplinary teams on projects. This will give them vital experience of delivering according to a brief, a high value skill for employment in the immersive technologies industry. Students will be able to select from a diverse array of projects, with projects in Medicine, Architecture, Narrative, Games and Physics among those available.
Students enrol on a part-time (1 year) basis. The first semester will consist of two modules worth 20 CATS points each. The second semester will have one module worth 20 CATS points where students will form multidisciplinary teams to work on projects.
School of Arts, English & Lang Email: j.chang@qub.ac.uk
Contact Teaching Hours
Medium Group Teaching
4 (hours maximum) Design Studio
10 weeks x 1.5 hours of synchronous lab discussions and consultancy sessions
4 times x 2 hours invited industrial lectures and workshops
2 times x 3.5 hours reviews (mid-term and final)
Large Group Teaching
3 (hours maximum) Creative Computing in Art Design and Technologies
10 weeks x 1.5 hours of asynchronous delivery and tutorial support sessions
10 weeks x 1.5 hours of synchronous lab discussions and consultancy sessions
Small Group Teaching/Personal Tutorial
3 (hours maximum) Applied Games Technologies
10 weeks x 1.5 hours of asynchronous delivery and tutorial support sessions
10 weeks x 1.5 hours of synchronous lab discussions and consultancy sessions
Teaching Times
Teaching is typically on Tuesday evenings.
Learning and Teaching
Learning opportunities associated with this course are outlined below:
Learning and Teaching
You’ll be part of a small, informal and multidisciplinary class. You’ll get to know your classmates and lecturers well through the synchronous sessions and any in person events that occur. You will be welcome to visit the Medialab to work on projects/use facilities through the course of your studies.
Assessment
Assessments associated with the course are outlined below:
Awarding of the qualifications is based on continuous assessment of coursework, examinations and assessment of modules based solely on submitted work related to private, individual study .
All the modules are 100% continuous assessment, assessments will have many forms including but not limited to:
- Programming Assignments
- Group Presentations
- Learning Journals
- Demo to Industry Experts
- Peer Review
- 3D Rendering/ Environment Design
What our academics say
I worked in the games industry for 5+ years prior to moving to academia, working on 21 titles released on multiple platforms. I also have experience with the application of games technologies in the natural & built environment and advanced manufacturing.
Dr Darragh Lydon, Lecturer in Games Development
Having an architectural design background, I've focused on digital architecture and using 3D software in design for years. During my Ph.D. study in interactive architecture, I led workshops on parametric design, algorithmic form generation, and physical computing. As an assistant professor at the University of Delaware, I taught tangible experimental interaction design and UX/UI design. I also developed a game module that teaches coding, 3D modelling, and storytelling in game development to provide students with essential skills and an understanding of the workflow in game development.
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
Working with industry professionals, this module is designed as an experimental laboratory for the students to apply their knowledge and their skillset from the taught modules to develop group-based research projects/prototypes of their choice. These could include topics related to games, media, design, culture, heritage, science, or social science. It is critical to nurture a team spirit and develop perspectives in a group project, this is designed to resemble industry practice. The industry professionals will bring real-world problem-solving opportunities and practical technical supporting workshops related to real-time 3D applications.
Learning Outcomes
By the end of this module students will be able to:
1. Apply the general workflow of developing a creative research project, particularly the iterative nature of developing concepts with real time content creation engines.
2. Research and interpret the product marketplace, technologies and development methodologies.
3. Work as part of a multidisciplinary team to deliver a project.
4. Create projects from initial conceptual development to final prototyping.
5. Demonstrate projects to an expert and non-expert audience.
6. Engage with user testing to inform design iteration.
Skills
By the end of this module students will be able to:
1. Demonstrate entry-applied level prototyping skills, including feasibility analysis.
2. Create design documents for an assigned project brief.
3. Understand and apply appropriate development methodologies.
4. Demonstrate skillsets to work independently with initiative.
5. Work collaboratively with and for others in a team.
6. Articulate their contribution within a multidisciplinary team.
7. Ability to problem solve and explore creative solutions.
8. Combine individual critical thinking with creative tools to generate projects/artworks expressing one’s statement.
9. Manage the prototype development process using source control and build processes.
10. Deliver clear written, verbal, and visual communication/expression in project presentations.
11. Exemplify a spirit of self-motivation and self-reflection on design process & decisions.
Creative Computing in Art, Design and Technologies
Overview
This module encourages students to experiment with emerging technologies and coding as creative tools to tackle issues of humanity/society observed by merging the disciplines of art, design, and technology. Through this class, the students will be equipped with basic coding skills, related software, and on how to create art/design pieces to evoke the questions they are interested in. The course will also guide the students to start looking at the current hot topics related to computational technology, such as Generative Art/Music, Creative Coding, Metaverse, VR/AR (Virtual Reality/ Augmented Reality), Bio-inspired Art and Design, Machine Learning/Artificial Intelligence, physical computing/IoT to stimulate their personal perspectives on these topics.
Learning Outcomes
By the end of this module students should be able to:
1. Understand the basic principles, syntax, and commands of programming languages with creative coding tool
2. Execute basic visual coding techniques as creative tools for visualization and digital art creation
3. Understand the basic concepts in physical and virtual 3D environment
4. Demonstrate primary AR effect with related software at a prototype level
5. Use visual coding techniques to demonstrate prototypes
6. Gain knowledge and inspiration about current emerging technologies
Skills
1. Entry-applied level of coding and visual coding, 3D notions, and AR effect skills
2. Nurture individual creation and critical thinking
3. Demonstrate skillsets to work independently with initiative
4. Ability to problem solve and explore creative solutions confronting it
5. Utilization of combining individual critical thinking with creative tools to generate projects/artworks expressing one’s statement
6. Awareness about the current emerging technologies trends and holding critical opinions on those developments
7. Capability of clear written, verbal, and visual communication/expression for project presentation
8. Spirits of self-motivation and self-learning and reflection on design process & decisions
9. Give critical constructive suggestions for self-evaluation and peer review
This module builds on the foundation set out in Introduction to Games Technologies. Students will be introduced to advanced techniques that will aid their journey towards being development professionals. Students will be required to reflect on previous projects they have completed and use these as a basis for improvement and personal development. Students will also be provided with opportunities to make decisions on assessments including deadlines/weighting.
Learning Outcomes
By the end of this module students should be able to:
1. Utilise learnings from previous projects to iterate on a concept.
2. Collaborate with peers on task allocation.
3. Evaluate projects developed by their peers and suggest improvements as necessary.
4. Synthesise techniques associated to game development to enhance the utility of a project.
Skills
1. Capable of using a diverse range of technological approaches to a problem.
2. Work independently under time and design constraints.
3. Ability to problem solve and explore creative solutions.
4. Coding standards and practices to ensure code readability.
5. Self reflection on decisions made during course and their consequences.
6. Manage and prioritise work.
7. Incorporating peer/tutor feedback into project.
This module aims to deliver content necessary to conceptualise, plan and deliver research projects. The module will introduce students to the following topics: Qualitative and Quantitative analysis, Research Ethics, Project Management and Critical and Design Thinking. These introductions will enable students to employ principles in design thinking for project development with the core of human-centred design. These introductions will also enable students to perform independent research and reflection on these topics using a flipped learning paradigm.
Learning Outcomes
On successful completion of the module students will be able to:
1. Formulate and defend well-informed and discipline-specific research questions
2. Comprehend and negotiate the ethical issues involved in research, including the uses of research and the social and political contexts of research.
3. Apply qualitative and quantitative methods to research problems.
4. Utilise critical thinking to determine the best approach to solving a research problem.
5. Evaluate project management techniques to find the best approach for developing a project.
6. Reflect and review a solution and its implications.
7. Understand the concept of human-centred design.
8. Apply the design thinking sequential stages for generating design.
9. Utilise principles in design thinking for design problem-solving.
10. Generate designs that are revolutionary, not just incremental.
Skills
1. Problem analysis from multiple perspectives.
2. Independent study skills, including the ability to conduct independent research, including qualitative and quantitative data collection.
3. Identify inconsistencies, weaknesses and errors in reasoning.
4. Analyze and interpret data with appropriate methods and frameworks.
5. Synthesize and integrate information into a consistent solution.
6. Analyze with potential research content to find the design question.
7. Understand and generate human-centred design.
8. Modify design following the user’s constructive feedback as an iterative developing process.
9. Generate rational design solution responding to the design questions.
10. Conduct research and user study to create reflective user-centred design.
This module will deliver the fundamental concepts required for students to create projects using games technologies. The module will cover elements from mathematics, physics, programming and games technologies including version control. Students will be assessed on their understanding of these concepts through a variety of means including quizzes, presentations and project creation.
Learning Outcomes
By the end of this module students will be able to:
- Understand relevant mathematical and physical concepts used in 3D applications.
- Demonstrate knowledge of appropriate programming techniques.
- Use real time content creation tools.
- Assess projects from peers and review code quality.
- Adhere to coding standards for real time applications.
- Improve understanding and skills based on peer feedback.
- Become familiar with collaborative software development using GitHub.
Skills
By the end of this module students will be:
- Utilising different programming techniques to create desired in-game functionality
- Implementing version control into project development.
- Working independently under time and design constraints.
- Demonstrating an ability to problem solve and explore creative solutions.
- Capable of creating clear written, verbal and visual communications for project presentations.
- Giving critical constructive suggestions for self-evaluation and peers review.
- Incorporating peer/tutor feedback into project.
This module offers an introduction to game design from the perspective of art and design, focusing on the implementation and integration of essential techniques for producing interactive virtual environments with an aesthetic focus. On completion of this module, students will have gained a critical technical foundation in elements of game design including coding, 3D modelling, basic game-development techniques, understanding the general game development workflow, and connections with related emerging technologies
Learning Outcomes
The module will be introduced in 3 sections, Coding, 3D Modelling, and Basic Game Design. Each section's learning outcomes are listed below:
Coding:
By the end of this section students will be able to:
- Understand the basic principles, syntax and commands of programming languages (Java as a preliminary language here).
- Execute basic coding techniques as creative tools for visualization and digital art creation.
3D Modelling:
By the end of this section students will be able to:
- Understand what a 3D virtual space/environment is and can be.
- Understand the fundamental concepts of 3D models (mesh, voxel, vertex, etc.)
- Execute the basic 3D model and rendering skills (materials/lighting/camera) to create 3D assets (like characters, objects, and environments).
- Use the 3D modelling skills learned in combination with their own creative input.
Basic Game Design:
By the end of this section students will be able to:
- Utilise the basic functions of the 3D creation, coding, physics/collision, game control in a game engine to build a virtual experience in the third-person perspective
- Combine the skills learned in the "3D Modelling" and "Basic Game Design" sections as a means of creating a story telling virtual environment with individual aesthetic style.
- Understand the basic game development workflow and this creation is an ongoing process that requires numerous iterations.
Skills
- Entry-applied level of coding, 3D modelling, and game development skills.
- Nurture individual creation and critical thinking.
- Demonstrate skillsets to work independently with initiative.
- Ability to problem solve and explore creative solutions confronting the problems.
- Notion of understanding the basic game development workflow and framework.
- Capability of explicit written, verbal, and visual communication/expression for project presentation.
- Spirit of self-motivation and self-learning and reflection on design process and decisions.
- Give critical constructive suggestions for self-evaluation and peers review.
Completion of Introduction to Games Technologies PGCert plus applicants need to provide a personal statement outlining their skills based and motivation relevant to the Diploma and game technologies. The statement may form part of the selection process for the allocation of competitive DfE places.
A limited number of fully funded places (provided by the Department for the Economy) are available for this programme. Where there are more eligible applications received than places available, the academic selectors for this programme will make offers in rank order based on academic merit and potential as evidenced in the totality of the information provided in each application. We will operate a waiting list as required to allow us to fill all available funded places. If you have not been selected for a funded place, we will accept self-funded or employer-funded applicants, if spaces are available.
Further information is available at the link below.
Closing date for applications is Friday 16th August 2024 at 12 noon. However, we encourage applicants to apply as early as possible. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal earlier than the deadline. Notifications to this effect will appear on the Direct Application Portal against the programme application page. https://www.qub.ac.uk/Study/skill-up-flexible-skills-fund/
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required. *Taken within the last 2 years.
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
This PgCert will equip you with the knowledge and skills required for a successful career using games technologies.
Graduates will be eligible for roles in a variety of industries, including games development, film/TV, immersive experiences/Metaverse, advanced manufacturing, and architecture & engineering. Graduates would also have the opportunity to continue their studies and progress into research roles in this area.
Employment after the Course
NOT JUST A GAMES COURSE
This course will open doors for graduates in a multitude of industries/ countries. With the significant investment worldwide in these technologies (predicted spend of £100 billion in 2023), degrees in games technology will leave students perfectly poised for future roles.
Employment Links
EMPLOYERS WHO ARE INTERESTED IN PEOPLE LIKE YOU
Games Companies, Immersive and Multimedia Studios, Film/TV studios, Manufacturing Companies, Architecture/Civil Engineering Firms.
Prizes and Awards
DfE Skill Up places (competitively awarded)
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.