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Games Development
Bachelor of Science
Course Details
CAO Code | AU848 |
---|---|
Level | 7 |
Duration | 3 Years |
CAO Points | 257 (2024) |
Method of Delivery | On-campus |
Campus Locations | Sligo |
Mode of Delivery | Full Time |
Work placement | Yes |
Course Overview
Games development is now a massive global industry, with the overall industry worldwide worth an estimated $300billion. Xbox, PlayStation and smartphone apps are some well-known examples, with countless other businesses working on games and applications development.
This degree uses a software engineering approach to games development, combining study of the technical aspects of games programming, including virtual reality, augmented reality and artificial intelligence, with the principles of project management, quality assurance and organisational management.
While focused on developing games software, we also provide a general grounding in software engineering to equip students with the breadth of skills to work in any aspect of the information technology industry. A cutting edge games development computer laboratory and peripheral hardware are just some of the features on this programme which allow students to flex their creativity and gain first-hand experience.
Year 1
A common first year across computing programmes allows students and lecturers alike to establish where each student’s strengths lie. Games development students diverge from the common year to get access to the Introduction to Games Programming module, designed specifically to prepare them for future games programming subjects.
There are modules in both 2D and 3D Games Programming, Object Oriented Programming and Game Content Design. Students will be introduced to Database Technology, Data Structures and Algorithms.
In Year 3 students have the space and support to work in a team, to design and develop an original gaming experience, while exploring emerging technologies such as augmented and virtual reality. The emphasis is on preparing the student for the workplace through work placement. Our network of employers welcomes this course and a successful work placement is often the door to a full-time job.
There are several distinct features to this programme:
Common first year – All our Computing degrees have a common first year. Students study a wide range of computing modules to give them an understanding of all aspects of computing and the flexibility to change direction in Year 2 if desired. Students can choose from AU845 BSc in Computing, AU846 BSc in Computer Networks and Cyber Security, AU847 BSc in Software Development or AU848 BSc in Games Development
Significant practical elements – We believe students learn best by doing and our programme is built upon hands on lab work.
Equipment – We have invested heavily in equipment, computer labs and workspaces to ensure students have the best tools to learn and prepare them for the workplace. New high-tech computer teaching labs will open at ATU Sligo in 2023 and give students access to the latest advancements in technology.
Project – Substantial projects enable students to really grapple with a problem and create a killer solution. In Year 3 students have the space and support to work in a team year-long towards a solution that will wow employers.
Work placement – We have been offering placement longer than most and we’re good at it. Our network of employers welcome this programme and a successful work placement is often the door to a full-time job. Over 70% of our students gain employment directly from their work placement.
Growth of gaming industry
A report published by the Financial Times in 2023, following analysis by global consultancy firm Bain and Company, predicts that global revenue for the games development industry will grow more than 50% by 2027. The Global Games Market report estimates that the number of people playing video games was 3.38 billion in 2023. Graduates are in high demand as the gaming sector sees a staggering surge in popularity
Digital gaming is a priority sector for IDA Ireland, with a Digital Games Tax Credit in place to further accelerate this industry. Black Shamrock, the company behind some of the world’s most popular action-adventure games for PCs and consoles announced it would grow its Dublin studio into a 200-strong team by the end of 2024.
John Romero chose Ireland as the base for his company Romero Games. Romero is games industry royalty having originally developed the game series Doom, one of the most successful video games of all time.
A new €1.9m innovative gaming hub in Sligo will provide a flexible workspace for companies to start and scale innovative gaming businesses. The hub will have the capacity for 20 different companies and will support a further 40 companies through the establishment of a digital games cluster in the northwest.
Course Details
Year 1
Semester | Module Details | Credits | Mandatory / Elective |
---|---|---|---|
1 |
Personal DevelopmentThis module is designed to introduce students to the higher education environment and to assist them to develop learning, study and communication skills early in their undergraduate career. The module will support students to develop a more independent, reflective and self-managed approach to study, learning, and time management. Learning Outcomes 1. Develop an independent, reflective and self-managed approach to study, reinforced by goal setting. |
05 | Mandatory |
1 |
Computer SystemsThe goal of the module is to provide students with the necessary skills to understand the workings and architectures of the CPU and motherboard. To investigate the link between modern CPUs' and virtualisation and Cloud computing. To troubleshoot and repair a desktop computer system. To provide students with the necessary skills to manipulate number systems. Learning Outcomes 1. Describeand understand how to manipulate Number Systems. |
05 | Mandatory |
1 |
Introduction to Programming 1The course shall introduce students the fundamentals of problem solving and programming. During the course, the student will gain knowledge and understanding in problem-solving, the software development lifecycle, development tools and the ability to write programs that make use of fundamental programming constructs. Learning Outcomes 1. Explain programming evolution, terms and development process. |
10 | Mandatory |
1 |
Design ThinkingDesign Thinking is a human-centered design methodology that provides a solution-based approach to solving problems. It integrates the needs of people, the possibilities of technology, and the requirements for a viable business success model. Design Thinking draws upon logic, imagination, intuition, and systemic reasoning, to explore the possibilities of what could be, and to create desired outcomes that benefit the end user (the client, customer). Learning Outcomes 1. carry out and apply design research |
05 | Mandatory |
1 |
Mathematics 1This subject aims to develop essential Mathematical skills for students in the computing area. The fundamental skills of numerical and algebraic competence is covered in the initial part of the module. A section on summary statistics follows. In the latter part of the module time is spent on introducing and developing competence in the areas of symbolic logic and set theory. Learning Outcomes 1. Demonstrate numerical competence. |
05 | Mandatory |
2 |
Internet of ThingsPhysical, real-world things are becoming increasingly visible and actionable via Internet and Web technologies. Propelled by dramatic decreases in technology costs, a proliferation of sensors, improved connectivity including between devices, the market is estimated to grow to €10bn world-wide by 2022. This includes cell-phones, washing machines, jet engines and soon, humans. The goal of the module is to look top-down as well as bottom-up, to provide students with a practical understanding of the Internet of Things and the forms it can take – human-to-human, human-to-device and device-to-device. By looking at a variety of real-world application scenarios of the IoT and diverse implemented applications, the various understandings and requirements of IoT applications become apparent. This allows students to understand what IoT technologies are used for today, and what is required in certain scenarios. Students will be given the opportunity to apply these technologies to tackle scenarios of their choice using an experimental platform for implementing prototypes and testing them as running applications. Learning Outcomes 1. Explain the term internet of things and describe some current and potential applications and the different technologies employed. |
05 | Mandatory |
2 |
Operating Systems and NetworksThe module provides an overview of the major components of an operating system and network. The concepts are re-inforced with practical laboratory exercises to develop practical operating systems skills and networking skills. Learning Outcomes 1. Describe the major components of an operating system |
05 | Mandatory |
2 |
Introduction to Games ProgrammingThis module builds on the fundamentals covered in Introduction to Programming 1. The student will be introduced to core OOP concepts in the context of computer game programming. Learners will expand their existing programming knowledge and apply this knowledge within a game engine and associated development environment. Learning Outcomes 1. Understand and apply the key concepts of object oriented programming |
10 | Mandatory |
2 |
Mathematics 2This subject adds further to the Mathematical skills set for students in the computing area. The module begins with a section on relations and functions and properties associated with these. The middle section covers matrix algebra and also covers probability, combinations and permutations. In the latter stage of the module time is spent on developing competence in trigonometry, complex numbers and quaternions. Learning Outcomes 1. Distinguish and classify properties of relations and functions. |
05 | Mandatory |
2 |
Web Design FundamentalsThe ability to comprehend and implement the technologies required to build a website are a fundamental requirement for any ICT graduate. This module introduces the learner to the core concepts required to build a basic website using industry relevant tools, while concentrating on the design side. Particular emphasis will be placed on HTML and CSS. Learning Outcomes 1. Describe the evolving nature of the client server model. |
05 | Mandatory |
Year 2
Semester | Module Details | Credits | Mandatory / Elective |
---|---|---|---|
1 |
2D Games programmingThis is a core subject in year 2 of the Games degree and as such should be allocated adequate resources in keeping with its importance. The emphasis of this Module is on manipulation of 2D graphics (sprites, sprite sheets, backgrounds) and audio content. The learner will learn about the game loop and the game content pipeline. The Learner will programmatically cater for the various input devices including game controllers and use these to move characters in a game environment. Collision detection will be programmed for 2D sprites. Sound will be incorporated and cued with actions. Deployment of a PC based game on a gaming platform will be implemented. Emphasis will be given to good coding practices and code structure. Students will be encouraged following this module to enter games competitions to display their portfolios. Students must successfully meet all learning outcomes examined by assessment and final exam to pass this subject. Learning Outcomes 1. Understand the nature of 2D games in terms the Game Loop and real time programming |
05 | Mandatory |
1 |
Object Oriented ProgrammingObject Oriented Programming is a programming paradigm where data and operations can be defined together as objects and allows reuse of these objects within the same or other programs. In this module students will examine the concepts of object creation and design and implement software interfaces adhering to modern design principles which connect with data repositories. Learning Outcomes 1. Identify the principles and benefits of object-oriented programming. |
05 | Mandatory |
1 |
Game Content Design 1This module will allow the learner to develop graphic content for 2D games. The module will focus on the design & production of 2D graphic content with the view to incorporating this content in a game. It will broaden the students experiences of design principles such as brainstorming, sketching, group work, with a focus on generating ideas from a brief, conceptualization and finally exporting the work ready for importing into a game engine. The process will include generating multiple low fidelity ideas through sketching, communicating/presenting those ideas as well as the development of design concepts in 2d in appropriate software. Learning Outcomes 1. Create 2D sprite sheets |
05 | Mandatory |
1 |
Requirements EngineeringThis module sets the broader context for software development by giving an overview of alternate system development life cycles and focuses on the gathering, analysis and validation of software requirements using agile and more conventional methods. Using a practical approach, methods for requirements elicitation and documentation are introduced and explored through practical case work. Requirements documentation and modelling, using a range of techniques such as user stories and object oriented analysis techniques are also addressed. Learning Outcomes 1. Elicit user requirements |
05 | Mandatory |
1 |
Introduction to Database TechnologyThe student will be introduced to database technologies and will acquire an intermediate set of skills in database design and development. Learning Outcomes 1. Decide the appropriate database technology that should be used for a given specification |
05 | Mandatory |
1 |
Mathematics 3This subject adds further to the Mathematical skill set of computing students. The module begins with the student developing competence in the usage and application of various co-ordinate geometry formulae and then looks at the application of matrices to transformations of geometric objects. The middle section of the module spends time on differentiation and its applications. The final section develops competence in performing vector operations. Learning Outcomes 1. Demonstrate competence in co-ordinate geometry calculations. |
05 | Mandatory |
2 |
3D Game ProgrammingThe purpose of 3D game programming is to teach the student to develop 3D games using a mixture of 3D models, physics, scripting and audio content. Students will learn how to draw both graphics primitives and 3D models. They will learn how to programmatically manipulate models and cameras. Students will implement rendering, physics and scripting in simple 3D games. Learning Outcomes 1. Recognize the types of architectures employed in modern 3D game engines. 2. Demonstrate an understanding of the structure of 3D geometry and models and how they can be manipulated programmatically. |
05 | Mandatory |
2 |
Object Oriented DevelopmentThe module will build upon an understanding of object oriented programming and software engineering principles to develop and deploy full applications embracing modern software development practices. Learning Outcomes 1. Translate a design specification into a working software application. |
05 | Mandatory |
2 |
Game Content Design 2This module will allow the learner to develop content for 3D games. The module will focus on the design & production of 3D content with the view to incorporating this content into a game. It will further the students understanding of design principles such as brainstorming, sketching, group work, with a focus on generating ideas from a brief and conceptualization by building on the learners design experiences. The process will include generating multiple low fidelity ideas through sketching, communicating/presenting those ideas as well as the development of design concepts in 3d in appropriate software. Learning Outcomes 1. Create a high Poly model of an original game asset they have designed themselves. |
05 | Mandatory |
2 |
Software Quality and TestingThis module provides an in-depth understanding of what constitutes quality software and the critical role of rigorous testing in achieving it. Students will gain essential knowledge in software quality and the core concepts of software testing. Through both theoretical and practical learning, the course equips students to effectively contribute to a quality assurance role within a software development team, ensuring high standards in software delivery. Learning Outcomes 1. Explain the fundamentals of software quality & testing |
05 | Mandatory |
2 |
Data Structures and AlgorithmsThe purpose of Data Structures and Algorithms is to introduce the learner to fundamental data structures and algorithms using an appropriate programming language. While it is envisaged that the learner will show some of their understanding from a games perspective, the majority of the module will be centred on understanding and implementing DSAA at a fundamental level. Learning Outcomes 1. Demonstrate the benefits dynamic programming structures and data structures in a programming language |
05 | Mandatory |
2 |
Mathematics 4This subject develops further Mathematical skills and applies some of the Mathematical skill set already developed. The module begins with a look at various integration techniques. This is followed by an application of matrices in Gaussian and Gauss Jordan elimination. There is a significant section on number theory and it's application in areas such as encryption. The concept of a group and the identification of group examples used in the current and earlier modules is then looked at. Finally the module covers coding theory, again using skills already developed previously in areas such as probability and matrices. Learning Outcomes 1. Demonstrate competence in integral calculus. |
05 | Mandatory |
Year 3
Semester | Module Details | Credits | Mandatory / Elective |
---|---|---|---|
1 |
Advanced Games ProgrammingIn this module you will understand the role of game engines in modern video and computer games development. The module will cover some of the major third party game engines currently available, examining each and analysing the overall architecture and design of such real time software systems. The key areas to be covered in this module are Game engine architecture and development Game engine programming and visual programming The differences between the major engines (CryEngine, Unreal Engine, Unity) How these engines allow for a wide variety of games (extensibility and flexibility) Scripting solutions Learning Outcomes 1. Produce detailed design and development documentation |
05 | Mandatory |
1 |
Rich Application Development 301Rich Application Development 301 examines the range of tools, techniques, and full development stacks appropriate to the creation of interface-rich line of business applications. Particular emphasis is paid to the building n-tier applications incorporating user interfaces modern UI frameworks. Database access is introduced using object-relational modelling to prepare students in the development of n-tier applications. Learning Outcomes 1. Explore Core declarative UI concepts |
05 | Mandatory |
1 |
Mobile Application DevelopmentThe aim of this module is to provide learners with the ability to design, develop, test and deploy native touchscreen mobile applications that adhere to the design guidelines of the targeted smartphone operating system. Learning Outcomes 1. Describe the fundamental aspects of a mobile phone operating system and its subsystems. |
05 | Mandatory |
1 |
Software Project ManagementThis module explores project management practices, particularly agile methods such as Scrum, Lean, and Kanban, in software development environments with complex and changing requirements. The course combines theoretical insights with practical workshop-based activities exploring different project management techniques and tools. By the end of the module, students will understand how project management can drive efficiency and customer value leading to project success. Learning Outcomes 1. Describe the fundamentals of software project management and Examine different Agile project management approaches |
05 | Mandatory |
1 |
Professional DevelopmentThis module is designed to prepare students for their work placement in the computing industry. The module endeavours to improve the employability skills of the students with particular emphasis on CV and Interview preparation and on the job soft skills to be an effective team member. Learning Outcomes 1. Identify sources of information on job opportunities |
05 | Mandatory |
2 |
Computer Mediated Reality ApplicationsThe purpose of Computer Mediated Reality Applications is to ensure learners are on the cutting edge of games technology and keeping pace with the rapid developments surrounding areas such as mobile, virtual and augmented reality. A platform agnostic approach is to be taken when developing solutions for the above-mentioned fields. Leaners will be mainly assessed through the development of a large project developed continuously throughout the semester. Learning Outcomes 1. Describe the concepts, evolution and terminology associated to virtual reality |
05 | Mandatory |
2 |
Rich Application Development 302Rich Application Development 302 focuses on building richly interactive line-of-business applications using modern design patterns to support n-tier Web API applications and clients consuming web API data . It embraces modern frameworks and code libraries to expedite the design/development of rich interactive user interfaces. Connections with databases are supported through object-relational mapping techniques. Design patterns are introduced, including separation of concerns in the development of client-server line of business applications. The complexity of structure and scope of modern N-Tier business applications is examined with a view to managing such complexity in a team environment. Learning Outcomes 1. Evaluate and Implement Software Architecture Patterns |
05 | Mandatory |
2 |
Work ExperienceThe student will be placed in a suitable organisation and should be integrated into the IS environment as much as possible. The placement may begin in April and must be completed by the end of August. A student would be expected to spend at least 3 months in industry. The course is of 12 months duration and awards will not be granted until the Autumn examination board meeting. This is necessary because a student will not be eligible for an award until an industrial placement has been successfully completed. Where it is not possible to find a placement for a student consideration will be given to that student undertaking a research project in IT Sligo. Learning Outcomes 1. The students will be exposed to and experience a live ICT working environment. |
10 | Mandatory |
2 |
Casual GamingCasual Gaming is a popular gaming model. This module examines the game play model associated with casual gaming. The business context of casual games is examined. Casual game mechanics are presented and realised by the learner. The development and delivery mechanism in the form of web and handheld mobile devices for casual games is explored. The delivery mechanism in the context of Cloud technology is studied. Learning Outcomes 1. Examine the Casual Game Mechanics |
05 | Mandatory |
Year |
Project 300Project 300 represents a substantial body of work undertaken by a group of four that brings together their learning in the modules undertaken in Years 1, 2 and 3. The module aims to encourage innovation and a wider exploration in their field of study. The module intent is to provide students with a simulation of a real-world project along with the management issues (of time, people, resources, and skills) and fixed deadlines that accompany it. Learning Outcomes 1. Apply project planning and coordinating methodologies (e.g. agile methodology) to a group project. |
10 | Mandatory |
Progression
Graduates of the BSc in Games Development may progress to the final year of our BSc (Hons) in Software Development.
Upon completing the Level 8 honours degree, graduates are well placed for Masters studies in areas such as the MSc in Computing (Data Science) at ATU Sligo.
Download a prospectus
Entry Requirements
Leaving Certificate Entry Requirement | 5 subjects at O6/H7 English or Irish at O6/H7 Maths at O6/H7 or Foundation Maths at F2 |
QQI/FET Major Award Required | Any |
Additional QQI/FET Requirements | C20139 or 5N1833 or C20174 or C20175 or 5N18396 or 5N0556 or Leaving Certificate Maths at 06/H7/F2 |
Fees
Total Fees EU: €3000
This annual student contribution charge is subject to change by Government. Additional tuition fees may apply. Click on the link below for more information on fees, grants and scholarships.
Total Fees Non-EU: €12000
Subject to approval by ATU Governing Body (February 2025)
Further information on feesCareers
Our Games Development graduates are prepared for a number of roles within the current development landscape in Ireland and internationally. These roles include gameplay developers, level designers, game designers and tool developers. While focused on developing games software, we also provide a general grounding in software engineering to equip students with the breadth of skills to work in any aspect of the information technology industry.
The digital gaming sector employs around 2,000 people in Ireland. The overall industry worldwide is worth an estimated $300bn. It is an area of huge potential growth in Ireland.
A new 1.9m innovative gaming hub in Sligo will provide a flexible workspace for companies working in the digital gaming sector. The hub will help entrepreneurs start and scale innovative gaming businesses and further enhance the northwest’s reputation for tech. The hub will have the capacity for 20 different companies and will support a further 40 companies through the establishment of a digital games cluster in the northwest.
A report published by the Financial Times in 2023, following analysis by global consultancy firm Bain and Company, predicts that global revenue for the games development industry will grow more than 50% by 2027.
Digital gaming is a priority sector for IDA Ireland, with a Digital Games Tax Credit in place to further accelerate this industry. Black Shamrock, the company behind some of the world’s most popular action-adventure games for PCs and consoles announced it would grow its Dublin studio into a 200-strong team by the end of 2024.
John Romero chose Ireland as the base for his company Romero Games. Romero is games industry royalty having originally developed the game series Doom, one of the most successful video games of all time.
Further Information
Contact Information
T: +353 (0)71 931 8510
E: admissions.sligo@atu.ie