ADVANCED TOPICS IN GAME AND DIGITAL EXPERIENCES - 2025/6

Module Overview

The design and evaluation of games and digital experiences are continually influenced by technological advancements. This module explores the integration of cutting-edge technologies, such as neural measurements and robotics, within gaming contexts. Additionally, it covers the methodologies of game user research to assess the usability and experiential aspects of games and digital experience.

Module provider

Psychology

Module Leader

FU Di (Psychology)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): 65

Module Availability

Semester 2

Prerequisites / Co-requisites

N/A

Module content

Game user research and testing
Game critique
Applications of technologies in the design of game and digital experience
Newest trends in game and experience design

Assessment pattern

Alternative Assessment

Group report can be alternatively assessed by means of an individual presentation and report.

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate their knowledge of key concepts in the field, to critically assess the design of games and digital experiences, conduct user research on games being developed, present their findings.

Thus, the summative assessment for this module consists of:
¿ Coursework (game user research report + presentation; addresses learning outcomes 1-5) An extended project to applying psychological methodologies to test the usability / experiential aspects of a game / digital experience. Students will work in groups for this project to encourage the learning of collaborative work dynamics.
¿ Coursework (game critique; addresses learning outcomes 1-4). Students are tasked to generate a report assessing critically a game.

Formative assessment:
¿ Students present their ideas for peer review and feedback prior to report completion.
¿ Each contact session involves practical exercises where results are shared with peers and the lecturer for feedback. In addition, workshops involve live generation and feedback on work. The student-led seminar sessions give student¿s an opportunity to prepare a formal presentation of their work and receive feedback from peers and the lecturer.

Feedback:
(see above)

Module aims

• Introduce the up-to-date technologies and methodologies applied to the design and evaluation of game and digital experience
• Develop the ability to critique the design of games and digital experience
• Develop the ability to conduct game user research
• Develop collaboration and communication skills

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to include lectures paired with discussion and practical work to introduce and apply psychology principles in game design and critique. Workshops and student-led classes will facilitate students in their work on conducting testing of game usability or experience.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: PSYM179

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 module contributes to the development of the following capabilities: Employability: This module will help equip students with the skills and knowledge to critically analyze existing practice and create new ideas in the design of games and digital experiences. Transferrable skills in team work will also be developed via course work. Assignments can be readily used to demonstrate to potential employers what students will be able to contribute. Global and Cultural Capabilities: The module will help students develop knowledge and sensitivity towards the diverse needs of game players from different background and the different ethical considerations involved. Teaching materials will incorporate readings and examples from different parts of the world and people from different backgrounds. Group-based learning activities offers a chance for students to learn from each other, thus building such competencies as cross-cultural understanding and tolerance. Digital Capabilities: This module will enhance and develop students¿ capabilities in the analysis of games often in the digital context. Students will use SurreyLearn and a range of software that facilitates in-class group activities, meetings, and presentation. Resourcefulness and Resilience: Students will use a range of sources to find solutions for real-life problems, which will help develop resourcefulness. Working in groups during class exercise and group work will help develop the habit and skills to learn from each other. 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. Sustainability: Many of the examples used in the class involves social, economic, and environmental problems psychologists help to address, and students will get to appreciate the importance of social and ethical considerations in promoting sustainability in areas like wellbeing, equality, etc.

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 2025/6 academic year.