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COMP30540

Academic Year 2026/2027

Game Development (COMP30540)

Subject:
Computer Science
College:
Science
School:
Computer Science
Level:
3 (Degree)
Credits:
5
Module Coordinator:
Dr Abey Campbell
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

The module will provide an introduction to the essentials of computer game development.
The process of development by small independents, even single individuals, shares important features with development by large companies: innovation, creativity, storyboarding, software development, testing, deployment and (sometimes) marketing.
Topics to be covered include: the economic importance of the computer game industry; common genres of games; the development of game software using specialized tools which promote rapid development through their integration of numerous prepackaged components; techniques for representing objects in 2-dimensional and 3-dimensional space, and determining whether they collide; techniques for equipping non-player characters with AI; techniques for producing special effects;gamification, that is, the provision of enjoyably gamelike experience to promote education or customer loyalty or other purposes.
Practical work will give experience of small-scale game development using specialized software tools.

About this Module

Learning Outcomes:

On successful completion of the module, students should be able to
- demonstrate an understanding of the main techniques involved in game development
- use at least one suites of tools to develop a new game from concept through to delivery

Indicative Module Content:

The module will provide an introduction to the essentials of computer game development.
The process of development by small independents, even single individuals, shares important features with development by large companies: innovation, creativity, storyboarding, software development, testing, deployment and (sometimes) marketing.
Topics to be covered include: the economic importance of the computer game industry; common genres of games; the development of game software using specialized tools which promote rapid development through their integration of numerous prepackaged components; techniques for representing objects in 2-dimensional and 3-dimensional space, and determining whether they collide; techniques for equipping non-player characters with AI; techniques for producing special effects; gamification, that is, the provision of enjoyably game like experience to promote education or customer loyalty or other purposes.
Practical work will give experience of small-scale game development using specialised software tools.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Not addressed

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Advanced Beginner

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Not addressed

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Not addressed

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Advanced Beginner

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Not addressed

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Not addressed

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Not addressed

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Advanced Beginner

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Novice

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Not addressed

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Lectures

24
Specified Learning Activities

48
Autonomous Student Learning

48
Total

120

Approaches to Teaching and Learning:
Task-based learning
Lecture based

If students are permitted to use generative AI tools in assignments, that will be indicated in the assignment specification.

Requirements, Exclusions and Recommendations
Learning Requirements:

Students should have satisfactorily completed most of Stage 3 of UCD Computer Science or equivalent.

They should have completed at least one JAVA introduction course before taking on this module as the first assignment ( 25%) grade is a JAVA Swing games framework.

Learning Recommendations:

The student should have a working knowledge of Java and Object-Oriented programming.


Module Requisites and Incompatibles
Additional Information:
The students need to have done at least one course in JAVA before taking the course.


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Exam (In-person): Presentation/ Interview for their Assignment 1 project Week 7 Graded No
25
 No
Exam (In-person): Presentation/ Interview for their Assignment 2 project Week 12 Graded No
25
 No
Exam (In-person): Final Exam for the course. End of trimester
Duration:
2 hr(s)
 Graded No
50
 No

Carry forward of passed components
No
 

Resit In Terminal Exam
Summer Yes - 2 Hour
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Feedback during Interview with the students if they pass or not for the second assignment. Letter grades not given if they pass, but feedback on what elements of their project were strong or weak.

Main recommend reading
Theory of Fun for Game Design by Raph Koster


Additional Recommendations

Game Programming Patterns Paperback – Big Book, 2 November 2014
by Robert Nystrom

The Player of Games
1988 novel by Iain M. Banks
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