Computer Gaming Technology BSc (Hons)

Full-time undergraduate (3 years, 4 years with foundation year, 4 years with placement)





Turn your love of computer games into a career, on our full-time Computer Gaming Technology degree. Play, design and build games at our development studio in Cambridge, and create a portfolio to launch your career as a games developer. Choose to take a placement year to get more experience of the gaming industry.

Full description


We work with employers to make sure you graduate with the knowledge, skills and abilities they need. They help us review what we teach and how we teach it – and they offer hands-on, practical opportunities to learn through work-based projects, internships or placements.

Find out more about our placements and work experience, or the faculty's employability support.

It can take three years to create a game, all the way from initial concept to the finished product. One game can involve up to 200 professionals working as a team.

Our BSc (Hons) Computer Gaming Technology degree will provide you with relevant skills to pursue careers in games programming, quality assurance and independent game development. The core programming skills are also transferable to the wider IT industry, or possibly to a career teaching programming/computer science, giving you extra flexibility.

Graduation doesn’t need to be the end of your time with us. If you’d like to continue your studies we offer a wide range of full-time and part-time postgraduate courses. We offer an innovative MSc Computer Games Development, which focuses on developing skills through intense, collaborative, industry-focused projects.

Modules & assessment

Level 3 (foundation year)

  • Foundation in Engineering, Computing and Technology
    This module will provide students with the necessary skills to begin studying at level 4 in Engineering, Computer Science and related courses. Students will be introduced to the core skills necessary to succeed in higher education, including thinking critically, researching and referencing appropriately, demonstrating appropriate numeracy and ICT skills, and communicating effectively verbally and in writing. In addition to these fundamental skills, Students will cover the subjects underpinning the technological disciplines. Fundamental mathematical skills will be covered, alongside pre-calculus, followed by an introduction to calculus and vector and matrix arithmetic. Students will also be introduced to Classical mechanics, and its application to real-world scenarios. Students will be introduced to the fundamentals of computer science, learning about the principles behind programming and applying them through a series of practical coding exercises. Students will undertake a multi-disciplinary group project as they learn about the collaborative nature of engineering, and design from a broader perspective of business. The module is made up of the following eight constituent elements: Interactive Learning Skills and Communication (ILSC); Information Communication Technology (ICT); Critical Thinking; Maths for Scientists; Maths for Engineers; Physics for Engineers; Fundamentals of Computing; Engineering Design.

Year one, core modules

  • Analytical Techniques for Games Developers
    Game developers regularly face unique challenges in implementing their chosen game mechanics. Many of these challenges cannot be met using existing capabilities within a game engine and must be implemented from first principles. These game mechanics can range from 2D or 3D spatial operations, solving complicated combat or logical equations, and calculating trajectories as examples. Without the knowledge of fundamental mathematical concepts, game developers will be limited in the type of mechanics they can implement and the complexity of their games. In this module you will assess your existing analytical and mathematical skills and develop your knowledge and core mathematical skills needed for successful study. We will introduce you to the key mathematical techniques that help game developers analyse and solve practical challenges in game development. We will assess your learning through in-class tests.
  • Introduction to Game-Engine Technology
    Across the worldwide games industry, there are many development environments within which games and interactive experiences can be developed. These environments, or 'engines' can be complex environments, and act as the core stage in a long and potentially, complex production pipeline. A working knowledge of a game engine is vital in order to be able to implement even the simplest digital video game. Every game engine has its strengths and weaknesses. Some game engines are particularly strong at displaying large continuous open worlds; others may be optimised for the current generation of games consoles, while others are of particular interest when creating multi-platform games at minimal cost. This module provides you with an understanding of the common and transferable concepts within game engines and how such engines integrate into the production pipeline within a commercial games studio. You will develop this understanding to a level where you will be able to understand the features of a commercial game engine and match these to the requirements of a specific project and in the process, select the most appropriate engine. You will also gain a working knowledge of a commercial game engine and learn through first-hand experience, the typical tools and techniques for working effectively within a commercial game engine. These core skills are transferable across a range of technologies and will serve as a strong foundation for future technical studies on the pathway. Assessment will involve the implementation of a specified design within a commercial game engine.
  • Introduction to Computer Gaming
    You will be introduced to the study of gaming and development of computer games. We use standard computer platforms suitably equipped with 2D and 3D games development environments in which you will implement a range of simple games. Teaching and learning covers two separate, but mutually-dependent strands of study and activity. A theoretically-based strand of study looks at the fundamentals of game analysis, design, the requirements of interaction and an outline of game theory with its ideas of states, goals and strategies. These ideas are foundational for both the analysis and design of games and will recur throughout subsequent modules. Alongside this analysis of game genre, forms, their historical and cultural significance provides an informed understanding of the user response to games. The practical strand of activity introduces you to implementing a game using current specialist game development technologies. This practical strand helps (in concert with other modules not specific to gaming) to develop the fundamental skills of computer games development. These strands come together in the assignment, a working game which you will design and built. Require you to apply knowledge gained from the theoretical aspects of the module to survey and analyse existing games, to produce a theoretically well-founded games design, to plan the practical implementation of the game in a suitable technology, to carry out that implementation and to test and evaluate the result. The final game implementation will also include a design document and report outlining the process of game development and process.
  • Software Development for Games
    Due to the high computational costs associated with Computer Gaming Technologies, industry places huge importance on the efficiency with which programming languages are used to develop the games. More specifically, this pertains to handling of memory allocation, pointers/references to data structures, size of binary files, garbage collection and compiler warnings. This module provides an introduction to high-level programming language such as C++ to complement previously taught programming languages such as C# or Java. This will enable students to gain further insight and experience of another widely used programming language, which will be further utilised in a gaming context in future modules. This module will place particular importance on object-oriented style of programming including some design considerations. Code will be written using an appropriate development environment (such as Visual C++, Dev C++, or C++ Builder) but confined to the use of the standard library, so as to promote source code portability to other platforms. Students will also be taught how explicit types of memory allocation can be used to manipulate data and how this can influence computer resources, and thus will gain an understanding of the underlying architecture behind how programming languages manage their data. This module will be assessed through a major assignment involving an application that requires the development and manipulation of common data structures taught during the module as well as a short report which documents the process.

Year one, optional modules

  • Simulation in Games
    Video games rely on realistic simulations in many elements of gameplay, for example, the ability to move objects in a realistic manner, detecting collisions, and creating moving vehicles. Understanding the techniques to add realistic simulation into games enables a richer gaming experience and consequently reduces development cost. One of the game developer's challenges is the complexity of simulations in a game which results in great number of interactions that reduces the computation efficiency and takes an immense amount of processing time and power. Real-world motions are based on the rules of physics which can make simulated game worlds appear more natural. Objects will not fall realistically without accurate simulation of gravity, and without the knowledge of momentum, explosions and collisions will not be realistic. An understanding of Newton’s laws of motion provides a great deal of knowledge on which to model the behaviour of moving objects, including collision detection. Collision detection mechanisms relies on a branch of physics that underpins Einstein’s special theory of relativity. While game engines often provide limited capabilities in physics simulation within the engine itself, game developers cannot always be guaranteed to be using an engine in which such capabilities are already provided. It is often the case that even when such basic simulation capabilities are provided, it is necessary to extend or adapt them to the specific requirements of the game. This module will provide students with the ability to examine and differentiate knowledge in the discipline of physics. Students will be able to apply this knowledge in the context of game development to understand, extend basic simulation techniques for themselves, without relying on pre-built functionality within game engines, in order to make their games more dynamic. For students to assess their existing analytical, mechanical and physical skills and build up the skills necessary for successful completion of this course (BSc (Hons) Computer Gaming Technology). This module justifies the practical physics techniques that are required to examine, distinguish, and analyse realistic challenges in game development. The module will be assessed by two elements, Assignment and Final Exam.
  • Acoustics, Sound and Music
    Using demonstrations and experiments, this module will introduce you to the basic properties of waves, with a special emphasis on sound waves in the air. You will study simple models of musical instruments such as stretched strings, as well as analysing the acoustic characteristics of other instruments. We will also introduce Sabine’s Formula to calculate reverberation times which impact on architectural acoustics, and how issues with this can be overcome using active or passive techniques such as Helmholtz resonators. Your learning will be assessed through coursework and an examination.

Year two, core modules

  • Game Engine Technology - Systems Modelling
    The video games industry utilises different development environments to create interactive video games and immersive experiences. These environments are often complex and contain many elements, sections and mechanisms which enable the user to model the game (or real) world systems and develop their intended artefact. More importantly, different development environments are constructed using concepts such as: Camera, Actor, Pawn, Game and Player State/mode in a variety of ways. It is therefore imperative to amass a working knowledge of a number of development platforms (engines) and critically evaluate them for strengths and weaknesses in order to gain a breadth and in depth knowledge in the field of game development. This module will complement previously taught modules and seek to provide a working knowledge of an additional industry standard game development platform to expand students’ basic knowledge. This will be achieved through first-hand experience of typical tools and techniques to work effectively within the game engine selected. These skills will continue to build up students’ abilities, making sure they are transferable across a range of technologies serving as a strong foundation for future employment in the field. In most games, visual representation of game entities need to be modelled in addition to mechanics and rules systems. 3D Modelling and Animation concepts, tools and techniques will form part of the material in this module in order to give students a much needed appreciation and common language with games artists who form an integral part in the long chain of video games production. The module’s assessment will be based on taught game development principles, best practices for the selected game engine and tools for 3D modelling and animation, all culminating in the production of a game artefact and a short report detailing the process.
  • Software Design and Implementation
    Software design and engineering applies the principles of computer science to achieve cost-effective solutions to software problems. The number, size, and application domains of computer applications have grown and most people depend on the effectiveness of the software development. Therefore software products have to be efficient, of very good quality and to help us to be more efficient and productive. Get real-world experience in software engineering and gain the intellectual tools to be able to design, implement and test software systems. You will get to grips with the concepts of a software life cycle, system theory, design methodologies and relational data modelling and apply a design methodology to a case study producing diagrammatic representations of the data and functionality of a system. You will understand database design and implementation and use CASE tools to study topics including analysis and design in UML and managing the OO software development process. Finally, you will work in team on a specific project to create an application from a case study that showcases a whole software lifecycle.
  • Object-Oriented Programming for Games
    Object-oriented programming (OOP), in its most basic definition is a programming style which is used to compartmentalise code so that it is structured in a logical manner which humans will find intuitive and easy to develop, maintain and modify. Video games can run anywhere from a few thousands, to millions of lines of code, which is why it is imperative to write code that can be modified and maintained with ease by multiple programmers. OOP helps programmers to think and arrange the code into what is known as objects that contain information about their state and behavior. This module will initially cover the core pillars of Object-oriented programming methodology: Encapsulation, Inheritance, Polymorphism and Interfaces. Each one of these is a major topic in their own right and the students’ focus will be directed towards adopting these necessary practices in high-level languages as pertinent to video game development. This will then lead on to a discussion of Object-oriented design patterns such as Adaptor, Factory, Singleton and Decorator. This module will be assessed through the design and implementation of a game artefact, which will embody taught concepts and principles demonstrated through the use of a game engine and a programming language of the student’s choice (e.g. Unity/C# or Unreal/C++). In addition, students will also be requested to write a short report to accompany the aforementioned development process, detailing the difficulties they faced and how they solved or circumvented them.
  • Games Design and Development
    You will learn about the design of computer games, and be provided with an understanding of the development and delivery technologies which underpin modern high performance games. Theory within this module involves the development and management processes required to create a modern computer game. You will also gain an understanding of how to represent games in formal, game-theoretic terms, and also the computational models and architectures which underpin modern games. Mathematical aspects include core concepts for implementing interactions within a game environment. These are introduced through the practical needs of simple interactive games which provide a rationale for trigonometry, vector manipulation, algebra and problem-solving with algorithms. An understanding of the architecture and function of modern game engines is a key theory of the module. This knowledge is applied in the practical aspects, you will be required to develop a game from a specified genre, utilise a carefully managed production cycle, and become familiar with the range of tools which underpin games production: level editors, game engines and scripting languages. This approach is central to the skill set of contemporary professional games developers. You will be assessed through the production of a working game, with an emphasis on the development of a clear underlying game model, the disciplined development of the game from this model, and the production of high-quality documentation. The game will be developed as part of a group project, simulating conditions in the games industry. Our module uses a wide range of resources, since it is important for you to be exposed to a number of different development tools and game engines, as these typically have restricted and specialised functionality. In addition to a proprietary game development environment, extensive use is made of open source development tools.

Year two, optional modules

  • Interaction and Usability
    Developing effective human-computer interfaces is a vital yet poorly understood area. As such it is necessary to have some understanding of a variety of fields including cognitive psychology and usability theory which has recently become a major issue in web design / effective e-commerce implementation. The user experience (beyond traditional usability) is a key design issue, where the importance of the perceptions and experience of the user is considered. This module seeks to develop understanding of interaction design through the delivery of core theory which is then applied to the analysis, design, implementation and evaluation of a limited functionality horizontal prototype. The student will be introduced to the notion of user mental models (following the approach of Donald Norman) and the extent to which they can be utilized in the design of conceptual models underlying the designed interface. Students will then examine the range of discovery methods used to harvest user, task and environmental data to support user needs analysis comprising user characterisation (including the notion of user personae), task analysis (hierarchical task analysis / action and object taxonomies) and environmental analysis. Following a discussion of visual style / aesthetics, the preceding analysis will then progress to documented design rationale supporting by logical storyboards showing information, action and navigation screen components. The design is then prototyped in an appropriate high level interface prototyping tool and subjected to critical introspective and user evaluation. Note that ideally students will be expected to possess some scripting experience prior to starting the module. Students will document all the above to produce the final assignment. The module would be of considerable benefit to those who intend to design interfaces (including web design), become usability / testing consultants or work within user training / user support roles. Specialist resources required for this module are prototyping and access to the safari online text (Badre A (2002) Shaping Web Usability - Interaction Design in Context Addison-Wesley).
  • Audio for Games
    Game audio is an often misunderstood element of game production, requiring appropriate sound engineering skills and knowledge of the relevant tools and technology. A good audio engineer working in the game industry must also be creative and imaginative, as they are often asked to create unique sounds for often unrealistic and other worldly environments and scenarios. Creating the soundtrack for a game includes writing music, creating unique sound effects and ambient effects, as well as recording character voices and spoken instructions. To be part of this growing industry, one must be able to produce non-linear, interactive experiences, not just one off sound effects or music loops. That means one must be able to implement the audio into the game, rather than simply create it and pass it on to a programmer for incorporation into the game. This module uses the Unreal Development Kit (UDK) to teach the implementation of audio into a real game environment that has been previously constructed by the makers of UDK software. This module will also introduce the use of a popular middleware software package, designed to integrate specialised audio production tools with the game development engine. Assessment for the module will be for each student to implement audio into the working game environment provided, over the course of the semester.
  • Advanced Acoustics and Psychoacoustics
    The understanding of sound mechanisms in the field of audio technology is of great importance. Since there are several sound producing processes which are used in audio technology it is vital that the student has a working knowledge and an appreciation of the limitations of the technologies used. This module reviews the mechanisms of sound production and transmission. Binaural localisation of single sources is examined, and the implications for stereophonic recording and reproduction are explained. This leads to a discussion of quadraphonic and other surround-sound systems. Next, the design and construction of loudspeakers is examined, with consideration of the roles of the driver and enclosure. Newer designs such as distributed-mode (flat-panel) loudspeakers are explored. The module also examines psychoacoustics, It outlines the physiology of the ear and explains the perception of psychophysical attributes of sound. The relationships between these and the measurable physical parameters of the sound are examined in detail. Current theories of pitch perception are examined, such as place theory, periodicity theory and volley theory. Auditory grouping processes are explored using the principles of Gestalt theory. The perception of loudness is explored by considering the derivation of the Fletcher-Munson equal-loudness curves. Musical timbre is examined by looking at how evaluation of perceptual timbral similarity leads to the concept of a multi- dimensional timbre space. Finally, several categories of auditory illusion are presented, such as Shepard/Risset tones and the McGurk effect. The module is assessed by a combination of exam and coursework.

Year three, core modules

  • Artificial Intelligence
    Artificial Intelligence (AI) covers a broad range of disciplines ranging from cognitive science and philosophy to more pragmatic engineering subjects. It takes its inspiration from human and other biological behaviour that exhibit intelligence, such as problem solving, planning, decision making and optimization, and seeks to create systems that can perform similar intelligent tasks. The module covers all the main areas of AI such as behaviour, genetic algorithms, neural networks, fuzzy logic and other topics. The course is intended to be quite practical with an emphasis on interactivity in terms of code development and within a wider context of game development. This reflects that whilst a mainstream approach to the subject is taken the module will also have a gaming emphasis. The module assumes a basic level of mathematical ability and physics background (e.g. equations, trigonometry, vectors, and equations of force) and whilst no expertise in any particular language is presumed some familiarity in one common high-level programming language is expected (such as C#, C++ or Java). The assessment will require students to develop an AI solution to a given problem providing suitable documentation for the development process. Additionally students will write a separate critical review on one aspect of AI to include recent research in the area. The practical sessions will involve code development and exploration of basic AI principles. In addition, a weekly seminar/laboratory session may involve more specific tools supporting interactive game development dealing with issues such as controlling non-player character behaviour, route finding and other areas where interactive simulation requires advanced problem-solving techniques.
  • Professional Issues: Video Games and Society
    Focus on social, professional, legal and ethical issues within the video games industry and engage in coherent and objective debates on current and future issues to develop a professional attitude towards the video games industry. You will cover relevant and current topics within the video games industry such as, Computer Law (e.g. Data Protection; Intellectual Property; Hacking), age restricted content, socially sensitive content, culturally sensitive content and the wider public image of the video games industry. The skills you will develop are a key part of professional development for game developers seeking to embody professional values and approaches within the video games industry. You will choose topics and lead time-constrained seminars on a selected topic area, which will form part of your assessment, as well as producing a detailed report.
  • Emergent Gaming Technologies
    The games industry exploits a wide range of interactive hardware within games. These range from the XBOX Kinect, Occulus Rift virtual reality headset, haptic joysticks and accelerometer based devices such as the Wii remote. This module aims to develop knowledge and understanding of the recent developments of Gaming-related hardware, game input and visualisation technology. It is designed to enhance the skillset of students with adding value by extending their ability to use a variety of hardware that relates to gaming and apply techniques and processes to develop games that go beyond the conventional input (e.g. keyboard, mouse) and output (e.g. flat screens) methods or interaction with the player. The topics of this module are by its own nature cutting-edge of Emergent Technologies and, as such, the content will vary, but will include two key areas: • Game Input Techniques e.g. Motion Capture using Inertia Measurement Unit Sensors (IMUs), Infrared Cameras (IR), Pressure / Touch sensors. • Visualisation Techniques e.g. Field-of-View displays, Augmented and Virtual Reality. The purpose of this module is to bring the students to the fore-front of developing for, and with, game input and visualisation hardware and thus, is adapted to the advances and the state-of-the-art of the field. Students will have the opportunity to develop Human Computer Interfaces and tangible, haptic User Interfaces for games and the result will enhance their portfolios in yet another aspect of Game Development.
  • Final Project
    You will work on a substantial piece of individual research and/or product development work, focused on a topic relevant to your specific discipline. Your topic may be drawn from a variety of sources including: Anglia Ruskin research groups, previous/current work experience, the company in which you are currently employed, an Anglia Ruskin lecturer suggested topic or a professional subject of your specific interest (if suitable supervision is available). Your project topic will be assessed for suitability to ensure sufficient academic challenge and satisfactory supervision by an academic member of staff. Your chosen topic will require the you to identify/formulate problems and issues, conduct literature reviews, evaluate information, investigate and adopt suitable development methodologies, determine solutions, develop hardware, software and/or media artefacts as appropriate, process data, critically appraise and present your findings using a variety of media. Regular meetings with your project supervisor should take place, so that the project is closely monitored and steered in the right direction. Your project developed in this module is the most substantial piece of work that you will produce during your undergraduate studies. Therefore, your choice of project topic and the quality of your work is likely to bear a great influence on your career/employability. The module also includes aspects of Personal Development Plan and CV preparation. You will be strongly advised to allocate appropriate attention, time and effort to this module. The successful completion of the module will increase your employability, as you will acquire skills directly applicable to real world projects. The assessment will normally include an Interim Report, a Poster, and a substantial Final Report.
  • Professional and Entrepreneurial Portfolio
    During your development of a substantial piece of work, you will use your skills in research, specification, design, documentation, development and evaluation. You will continually use real world market and commercial requirements to guide the development process from initial idea to the final deliverable. You could even undertake work for third party clients and practitioners of the industry. Based on the idea of creating a creative arts show reel, you will create a professional quality artefact to demonstrate attainment in technical, professional and market knowledge. You will take the opportunity to develop new skills or take existing knowledge further within a supportive framework. This might include the creation of a website, desktop application or complete game, either individually or as part of a small team. You will be measured by three deliverables the initial research/feasibility plan; an account of the project process, specification, design, implementation, skills development and professional issues; the finished artefact and presentation.

Year three, optional modules

  • Data Structures and Algorithms
    You will become aware of efficient programming practice by critically appraising some of the common data structures and algorithms available to the computer scientist. You will use a range of analysis techniques to carefully evaluate the performance of these data structures and algorithms in order that you may make prudent choices in the assembly of software artefacts with specific performance targets or constraints. The concept of the algorithm is a central pillar of computer science, and is closely related to the concept of the data structure: the storage mechanism that algorithms are used to manipulate. In this module, a variety of crucially important data structures and associated algorithms are explored, with frequent examples from real world applications. The concept of the abstract data type (ADT) is presented as an encapsulation of common data structures and algorithms that incorporates a simple interface, promotes a high-level of information hiding, and permits changes to underlying implementation without affecting the larger application. In comparison to earlier programming modules, the focus of Data Structures & Algorithms is firmly theoretical, setting a foundation for understanding concepts and techniques that are of vital importance to any computer scientist required to construct elegant and efficient software artefacts in any high-level programming language, including scripting languages. You will be assessed by an exam and a practical assignment with associated documentation.
  • Mobile Technology
    This module investigates the technology of mobile devices from mobile phones to tablet devices. The material covers the two aspects of mobile technology: the design issues, standards and tools available for developing web pages and Internet services for access from mobile devices; and the design issues, programming and tools for developing hybrid mobile applications hosted on the mobile device. The core technologies that we will cover are HTML, CSS and JavaScript for mobile adapted web sites and browser based applications. In the laboratories, we will use both desktop and browser based development tools for web applications. We will also be exploring how the apps we develop can be transformed into hybrid mobile apps capable of running on Android, iOS, Windows, etc. using only one codebase. Students will be encouraged to develop their own ideas within the area of mobile technology and create content of whatever form to be rendered and tested on mobile devices and emulators. This material may be for entertainment, games, e-learning/training, conferencing, or applications of existing services: e-mail, instant messaging, news etc. These techniques will be assessed via the coursework for the module. The main development will be through software simulation of mobile devices, but students are encouraged to utilise and test their work with their own hosting and devices where possible.
  • Audio Programming
    This module builds on previous learning in the area of computer programming to produce useful audio algorithms for game and/or virtual reality environments. As well as utilising algorithm development software (such as MATLAB) and C/C++ IDEs, the learning materials will explore the combination of game design software and audio production middleware. The theory and implementation of audio effects (e.g. reverberation, pitch-shifting, filtering, delay, distortion) and physical modelling of acoustic systems (e.g. oscillators, strings, and membranes) will be examined such that they can be incorporated into the production of a simple game. Issues such as code optimisation and algorithm stability will be discussed alongside potential (optional) enhancements to improve the feasibility/impact/realism of the audio excerpts and components designed. Module material will be delivered through a series of weekly lectures and related guided tutorials. Exposition of the theory of the choice audio algorithms will be delivered during lectures alongside insights on development methodology. Tutorial sessions will focus on applying the lecture material to the implementation of a series of audio algorithms and, later in the module, their incorporation into a gaming environment. The assessed element of this module takes the form of a series of set tutorial tasks and a final open-ended game production project.


For a full breakdown of module options and credits, please view the module structure (pdf).

Throughout the course, we’ll use a range of assessment methods to help measure your progress. You’ll demonstrate your learning through the games you produce, but there will also be a mix of exams, personal learning plans and projects.

Where you'll study

Your faculty

In the Faculty of Arts, Humanities and Social Sciences, we use our expertise and connections in Cambridge and beyond to nurture creativity through experimentation and risk-taking, and encourage critical thinking, in order to educate, entertain, inspire and understand, as well as to improve people’s lives.

Where can I study?

Lord Ashcroft Building on our Cambridge campus

Our campus is close to the centre of Cambridge, often described as the perfect student city.

Explore our Cambridge campus


This course gives you the opportunity to take a work placement year between years 2 and 3 of your studies. You’ll get experience of seeking and securing a job and working in an industry relating to your course. You’ll also get the practical experience and industry contacts to benefit your studies and enhance your long-term career prospects.

Although they can’t be guaranteed, we can work with you to find a placement using our contacts with a large number of employers. You’ll have regular contact with one of our course tutors and be supported by a supervisor from your placement company. Together they’ll monitor your performance and give you feedback.

Occasionally, opportunities arise for extra-curricular opportunities with local game developers. In the past, these have ranged from participating in focus groups, user testing, asset development and other short term opportunities. You will be made aware of such opportunities as they arise and work with you to help fit them around your other commitments.

To find out more about placement opportunities, email us at

Fees & funding

Course fees

UK & EU students starting 2019/20 or 2020/21 (per year)


International students starting 2020/21 (per year)


Placement year (UK, EU, international students)


Fee information

For more information about tuition fees, including the UK Government's commitment to EU students, please see our UK/EU funding pages

How do I pay my fees?

Tuition fee loan

You can take out a tuition fee loan, which you won’t need to start repaying until after your graduate. Or alternatively, there's the option to pay your fees upfront.

Loans and fee payments


We offer a fantastic range of ARU scholarships, which provide extra financial support while you’re at university. Some of these cover all or part of your tuition fees.

Explore ARU scholarships

International students

You must pay your fees upfront, in full or in instalments. We will also ask you for a deposit or sponsorship letter. Details will be in your offer letter.

Paying your fees

Funding for UK & EU students

Most new undergraduate students can apply for government funding to support their studies and university life. This includes Tuition Fee Loans and Maintenance Loans. There are additional grants available for specific groups of students, such as those with disabilities or dependants.

We also offer a fantastic range of ARU scholarships, which provide extra financial support while you’re at university. Find out more about eligibility and how to apply.

Funding for international students

We offer a number of scholarships, as well as an early payment discount. Explore your options:

Entry requirements

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Important additional notes

Our published entry requirements are a guide only and our decision will be based on your overall suitability for the course as well as whether you meet the minimum entry requirements. Other equivalent qualifications may be accepted for entry to this course, please email for further information.

All tariff points must come from A levels. Points from AS levels cannot be counted towards the total tariff points required for entry to this course.

Foundation year entry requirements

  • 5 GCSE passes at grade 3 or D or above and evidence of two years post-GCSE study at Level 3
  • If you have achieved at least grade E in one A level, or equivalent, you are exempt from the two year post-GCSE study requirement, but you still have to meet the GCSE requirements
  • If English is not your first language you will be expected to demonstrate a certificate level of proficiency of at least IELTS 5.5 overall including 5.5 in each band/component
International students

We welcome applications from international and EU students, and accept a range of international qualifications.

English language requirements

If English is not your first language, you'll need to make sure you meet our English language requirements for postgraduate courses.

Improving your English language skills

If you don't meet our English language requirements, we offer a range of courses which could help you achieve the level required for entry onto a degree course.

We also provide our own English Language Proficiency Test (ELPT) in the UK and overseas. To find out if we are planning to hold an ELPT in your country, contact our country managers.

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January, September

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