Bachelor of Information Technology - Games Design and Development
ITGD18V1
| Minimum number of credit points for the degree | 72 |
| Of your 72 credit points, complete a maximum of 30 credit points at 100 level | |
| Minimum number of credit points at 200 level or above | 42 |
| Minimum number of credit points at 300 level or above | 18 |
| Completion of a designated People unit | |
| Completion of a designated Planet unit | |
| Completion of a designated PACE unit | |
| Completion of other specific minimum requirements as set out below |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Specific minimum requirements:
Credit points
100 level
200 level
300 level
Balance of credit points required:
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
| AQF Level | Level 7 Bachelor Degree |
| CRICOS Code | 074078K |
| Overview and Aims of the Program | Video games are some of the most exciting and sophisticated pieces of software. The ability to create virtual worlds gives game designers and implementors the chance to express their imagination and technical achievements. This program aims to produce game designers and programmers with an in-depth knowledge of the principles and practice of creating interactive digital games. It is based on two fundamental philosophies: • to be a great game designer you need to know more than the technology (although you need that too) • to be a great games programmer you need to be a great programmer. Both of these philosophies rest on a thorough understanding of the technology and principles that underlie videogames, including software engineering. And being a great programmer, not just a games programmer, means that your career options are not limited to the games industry. Beyond the technology you, like any designer, need to understand how people will use what you design. Games are there to be played, for people to interact with. A great designer understands this and the multitude of ways that games intersect with the lives of their players. By letting students study the technology and talk, think and communicate about games this program aims to produce the next generation of games designers and programmers. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: 1. describe and explain the core principles of game design (K, C) 2. apply the core principles of game design to actual designs (K, T, P, I) 3. independently generate creative designs for videogame and components (K, T, P, I) 4. describe and critically appraise the role of videogames in current society and be able to create videogames informed by that understanding (K, T, C) 5. appraise and critique videogame designs and implementations (K, T, C) 6. demonstrate competent technical skills in implementing videogame designs, the construction of videogame software and assets and use of industry-level software (K, T, P) 7. use modern software technologies to analyse, design, create and evaluate non-trivial software (K, T, P) 8. apply concepts, tools and techniques of object-oriented software development (K, T, P) 9. apply the mathematical concepts and techniques that underpin the development of software (K, T, P) 10. demonstrate ethical behaviour in software design and development and apply standard approaches for reasoning about ethical issues that arise in the software development profession (T, E, A, J) 11. apply core software engineering skills and knowledge of advanced IT topics, including computer graphics, to the design and implementation of videogames software and assets (K, T, P) 12. plan and execute the creation of videogame software and assets, both individually and as part of a team (K, I, C, E) 13. communicate, and effectively argue for, game design proposals and critiques to a variety of audiences, including co-workers and game players (I, C). |
| Learning and Teaching Methods | Your focus in this program will be acquiring the skills, knowledge and understanding that will enable you to produce both games software and apply your skills in the wider software industry. Central to this will be practical exercises where you will be expected to apply your understanding and hone your skills to produce both designs and actual software. This will be split between games specific projects and learning in broader areas of software development. Practicals will typically have 20-25 students and in these small groups you will be able to discuss your work unit material with your practical supervisor. Supporting the practical sessions will be lectures and tutorials. Lectures will assist you in learning the theoretical components of the program. Tutorials (also around 20 to 25 students) will give you an opportunity to both discuss material with, and learn from, fellow students and also develop your understanding through short, focussed, pieces of work. Each unit in the program has a website, which provides access to unit materials and forums for discussion with staff and other students. In a number of units, including the final project, you will work in groups, allowing you to develop the ability to work together in a team to achieve a goal. Working in teams is how most games software is developed and a necessary skill for working in the industry. In the final project you will develop your own game. This game and other, smaller, projects (both full games and game components) that you develop during the program can be used to create a portfolio of your work. The structure of the Bachelor of Information Technology Games Design and Development allows students the opportunity to include a Participation and Community Engagement (PACE) unit where they can apply their skills in the real world in projects with partners outside the University. |
| Assessment | All units in the Bachelor of Information technology – Games Design and Development include at least three pieces of assessable work. This allows students to include feedback from one assessment item to be included in their preparation of subsequent work. A wide variety of assessment forms are used across the program (including essays, short answer questions, online quizzes, presentations and small coding exercises), although practical work, in the form of projects and assignments, and examinations form the majority of the assessment. All assessment tasks analyse and interpret problems as well as testing discipline-specific knowledge. Most assessment work is prepared individually, although group work is used in some units. The final project is a carried out as group. All assessment is based on standards which are provided to students, so that students are aware of what is required for each assessment item. |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Domestic Students International Students |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability | Graduates will be qualified to work in both the games industry and the wider software industry. They will be well-prepared in the areas of software development, games design and how those two interact. The program allows students to build-up a portfolio of their work as they study, and this will consist of both individual and team-based products. The final year project will allow students to work on a significant project in a team-based environment. |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| Accreditation | The Bachelor of Information Technology - Games Design and Development is accredited at professional level by the Australian Computer Society (ACS). |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements