Module Title:Real World Modelling and Simulation
Language of Instruction:English
Credits: 10
NFQ Level:8
Module Delivered In No Programmes
Teaching & Learning Strategies: The Problem Based Learning (PBL) teaching and learning paradigm is employed in this module. The students are initially given an induction into this way of learning. Subsequently, they are given a number of team problems to solve. Each student has the opportunity to play different roles within their team. The problems are tackled in a studio environment with supervision & guidance provided by the module tutors. At the end of the problem resolution cycle, the students present their findings to the tutors and their peers. The final element of the module sees the students tackle an individual problem that incorporates all elements from the team problems, along with some new challenges.
Module Aim: To equip the student with a solid understanding of certain game systems so that these systems can be appropriately modelled, and incorporated into simulations with game feel as an important consideration.
Learning Outcomes
On successful completion of this module the learner should be able to:
LO1 Model certain systems for use in games
LO2 Analyse and evaluate a simulation model design
LO3 Work in teams to develop solutions to problems involving simulations for games
LO4 Carry out independent research to support team work
LO5 Self evaluate learning
Pre-requisite learning
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed.
Game Programming
 

Module Content & Assessment

Indicative Content
Project management
Project planning & tracking. Coordinating work within a team. Agile development
Design & implementation of game systems & simulations
Build relatively complex game systems to simulate the operation of real or imagined worlds. e.g physics or economic systems
Software optimisation
Optimising game systems for performance and efficiency
Learning & problem solving
Tackling system design and implementation problems individually and as a team.
Enhancing 'game feel'
Improve players tactile, emotional and aesthetic response to a game system through playtesting, iterative refinement and analysis of case studies
Assessment Breakdown%
Continuous Assessment60.00%
Project40.00%
Continuous Assessment
Assessment Type Assessment Description Outcome addressed % of total Assessment Date
Other The students will be organised into teams for each problem and will each get an opportunity to play roles specified in the Problem Based Learning (PBL) model. The teams are given one to four weeks to work on a problem depending on the scale of the problem. All of these team problems will involve developing and assessing all five learning outcomes. Each problem will be assessed under product and process. 1,2,3,4,5 15.00 n/a
Other The students will be organised into teams for each problem and will each get an opportunity to play roles specified in the Problem Based Learning (PBL) model. The teams are given one to four weeks to work on a problem depending on the scale of the problem. All of these team problems will involve developing and assessing all five learning outcomes. Each problem will be assessed under product and process. 1,2,3,4,5 15.00 n/a
Other The students will be organised into teams for each problem and will each get an opportunity to play roles specified in the Problem Based Learning (PBL) model. The teams are given one to four weeks to work on a problem depending on the scale of the problem. All of these team problems will involve developing and assessing all five learning outcomes. Each problem will be assessed under product and process. 1,2,3,4,5 15.00 n/a
Other The students will be organised into teams for each problem and will each get an opportunity to play roles specified in the Problem Based Learning (PBL) model. The teams are given one to four weeks to work on a problem depending on the scale of the problem. All of these team problems will involve developing and assessing all five learning outcomes. Each problem will be assessed under product and process. 1,2,3,4,5 15.00 n/a
Project
Assessment Type Assessment Description Outcome addressed % of total Assessment Date
Project Individual Problem. The students will be given a common individual problem that will require of them to consolidate all their learning from the group problems and apply this to develop more complex simulations and modelling. The assessment protocol for this problem will involve the student producing their own individual plan to tackle the problem, presenting their work on resolving the problem at the end and providing the tutors with a reflective account on their learning experience while working on this problem. 1,2,4,5 40.00 n/a
No Practical
No End of Module Formal Examination

SETU Carlow Campus reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Frequency Average Weekly Learner Workload
Studio Based Learning 30 Weeks per Stage 4.00
Independent Learning 30 Weeks per Stage 1.67
Lecturer-Supervised Learning (Contact) 30 Weeks per Stage 2.00
Total Hours 230.00