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COMP47930

Academic Year 2026/2027

Augmented and Virtual Reality (COMP47930)

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

Curricular information is subject to change.

Course will act as an introduction to the field of Augmented and Virtual Reality, which is traditional in academic circles referred to as Mixed Reality. In much of the current popular media it is normally referred to as XR , Extended Reality . The course aims to allow students to develop applications and understand the concepts behind with this novel field , and its potential future as the final medium for human computer interaction. As such it cover recent developments in the field and teach the fundamental foundations of Mixed Reality .

About this Module

Learning Outcomes:

The Student will acquire knowledge of fundamental techniques to produce Virtual and Augmented Reality applications.

The student will be able to developing VR/AR applications using modern techniques.

The Student will have knowledge of the latest developments in VR/AR and competence to improve on this understanding in the future.

Indicative Module Content:

History of Augmented and Virtual Reality (AR/VR) / Display technologies to produce AR/VR environment (Reality-Virtuality continuum)
3D Fundamentals
XR Game Engines
Tracking technologies (Active / Passive)
3D Reconstruction / 3D Printing / 3D photogrammetry
Metaverses
Mobile XR
HMD based XR
NON-HMD XR Environments
Tele-presence : A Surrogate future
Future VR/AR Programming techniques including Augmented Reality Agents (AuRA’s) and VR Learning Objects.
World Model use in VR

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

Critical Thinking

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

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. Advanced Beginner

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

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. Advanced Beginner

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. Proficient

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.


Goal Name Description Coverage

Ensure healthy lives and promote well-being for all at all ages 1

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 3

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 1

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 2

Reduce inequality within and among countries 2

Make cities and human settlements inclusive, safe, resilient and sustainable 2
 

Student Effort Hours:
Student Effort Type Hours
Lectures

24
Laboratories

24
Autonomous Student Learning

80
Total

128

Approaches to Teaching and Learning:
lecture based;
active/task-based learning;
lab/studio work;

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

Requirements, Exclusions and Recommendations
Learning Recommendations:

Ideally, reading some material on the area beforehand, such as the

Virtual Reality by Howard Rheingold
Rainbows End by Vernor Vinge

or watching

https://www.youtube.com/watch?v=3j9GFuVGvq4 ( my own intro)

https://www.youtube.com/watch?v=wsFOLf1WvNs lovely overview


Module Requisites and Incompatibles
Equivalents:
Augmented and Vir'l Reality (COMP3025J)


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Essay on a research topic within Mixed Reality

2000 words		 Week 6 Graded No
10
 No
Assignment(Including Essay): Paper summary ( short 250 word summary of current weeks paper, to be presented in class) Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11, Week 12 Pass/Fail Grade Scale No
5
 No
Exam (In-person): Final exam End of trimester
Duration:
2 hr(s)
 Graded No
60
 No
Individual Project: Mixed Reality project demoing some aspect of the field Week 12 Graded No
25
 No

Carry forward of passed components
No
 

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

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

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

Gutierrez, Mario, Frédéric Vexo, and Daniel Thalmann. Stepping into virtual reality. Springer Science & Business Media, 2023.

https://link.springer.com/book/10.1007/978-3-031-36487-7 ( free digital copy for UCD students available)
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