Psychology in Game Design and Digital Innovation MSc - 2024/5

Awarding body

University of Surrey

Teaching institute

University of Surrey

Framework

FHEQ Levels 6 and 7

Final award and programme/pathway title

MSc Psychology in Game Design and Digital Innovation

Subsidiary award(s)

Award Title
PGDip Psychology in Game Design and Digital Innovation
PGCert Psychology in Game Design and Digital Innovation

Modes of study

Route code Credits and ECTS Credits
Full-time PLD61025 180 credits and 90 ECTS credits
Part-time PLD61026 180 credits and 90 ECTS credits

QAA Subject benchmark statement (if applicable)

Other internal and / or external reference points

N/A

Faculty and Department / School

Faculty of Health and Medical Sciences - Psychology

Programme Leader

WONG Alan (Psychology)

Date of production/revision of spec

17/07/2024

Educational aims of the programme

Programme learning outcomes

Attributes Developed Awards Ref.

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Programme structure

Full-time

This Master's Degree programme is studied full-time over one academic year, consisting of 180 credits at FHEQ level 7. All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Postgraduate Diploma (120 credits)
- Postgraduate Certificate (60 credits)

Part-time

This Master's Degree programme is studied part-time over two academic years, consisting of 180 credits at FHEQ level 7. All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Postgraduate Diploma (120 credits)
- Postgraduate Certificate (60 credits)

Programme Adjustments (if applicable)

N/A

Modules

Year 1 (full-time) - FHEQ Levels 6 and 7

Module Selection for Year 1 (full-time) - FHEQ Levels 6 and 7

Full-time students are required to complete, in addition to the year-long Dissertation, four modules per semester: one compulsory module and three optional modules in Semester 1, and three compulsory modules and one optional module in Semester 2.
Students MUST select PSYM130 or PSYM147 as one of their optional modules but cannot take both.

Year 1 (part-time) - FHEQ Levels 6 and 7

Module Selection for Year 1 (part-time) - FHEQ Levels 6 and 7

Part-time students split the modules across two years and they are required to complete two modules (either compulsory or optional) per semester, in addition to the year-long Dissertation in the second year.
Students MUST select PSYM130 or PSYM147 as one of their optional modules but cannot take both.

Year 2 (part-time) - FHEQ Levels 6 and 7

Module Selection for Year 2 (part-time) - FHEQ Levels 6 and 7

Part-time students split the modules across two years and they are required to complete two modules (either compulsory or optional) per semester, in addition to the year-long Dissertation in the second year.
Students MUST select PSYM130 or PSYM147 as one of their optional modules but cannot take both.

Opportunities for placements / work related learning / collaborative activity

Associate Tutor(s) / Guest Speakers / Visiting Academics Y
Professional Training Year (PTY) N
Placement(s) (study or work that are not part of PTY) N
Clinical Placement(s) (that are not part of the PTY scheme) N
Study exchange (Level 5) N
Dual degree N

Other information

The School of Psychology is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This programme is designed to allow students to develop knowledge, skills, and capabilities in the following areas:

Employability. The programme is designed to equip students with multiple employability and transferable skills. The modules will help equip student with the skills and knowledge to critically analyze existing practice, conduct research, communicate research findings, and create new ideas and manifest them, in the context of designing game and digital experience. The skills and knowledge can be applied to various fields, such as gaming, research and development, marketing, policymaking, education, and cybersecurity. Learning activities and assessments involve critiquing different aspects of existing games, designing and developing their own games, conducting user research studies, or analysing player data. Course work can therefore be readily used to demonstrate to potential employers what our graduates will be able to contribute.

Global and cultural capabilities. The programme offers students the opportunity to develop knowledge and sensitivity towards the diverse needs, strengths and responses of game and digital users from different background. Teaching materials will incorporate readings and examples from the global south and people from majority of ethnic backgrounds. As our students will come from different parts of the world, we will capitalize on the different interests and needs of different cultural groups and geographic contexts in our learning activities and assessments involving the design of games and digital experiences.

Digital capabilities. The extensive use of digital technologies is evident as digital innovation is an integral part of the programme. Hands-on experience of using digital technology in producing game prototypes, literature review, statistical analysis, etc., are involved in the majority of the modules. Digital literacy will also be promoted through the exploration of issues such as cyberbullying, gaming and addiction, and differences in human behaviour in the digital and physical worlds. Through the programme students will also familiarise themselves with a range of software that facilitates in-class group activities, meetings, presentation, and statistical analysis.

Sustainability. A major part of the programme is about how psychology theories, findings, mindsets and skills can be utilized to benefit game design and digital technology. This in turn will help to address real-world challenges. Class exercises, projects, and dissertations will focus on the development of games that have a positive impact on players. Examples include education games made online to reduce carbon footprint and become more accessible to individuals with economic / social / geographic constraints; games that help raise awareness of various social issues (climate change, inequality, etc.); and games that facilitate behavioural changes consistent with the United Nations Sustainable Development Goals.

Resourcefulness and resilience. The exposure to different types of learning activities and assessments will challenge students to develop strengths in learning approaches they are less confident of. Finding solutions for real-life problems will help students develop resourcefulness and resilience. The students will develop the habit and skills to learn from each other through class exercise and group work in different modules. Students will be encouraged to share their personal experiences and expertise to reflect on challenges faced by individuals in different contexts as well as ways to overcome them. Many modules, the dissertation in particular, require students to draw and build upon the knowledge and experiences they have gained on the programme, with guided support from their instructors and supervisor.

Quality assurance

The Regulations and Codes of Practice for taught programmes can be found at:

https://www.surrey.ac.uk/quality-enhancement-standards

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.