ADVANCED TOPICS IN GAME AND DIGITAL EXPERIENCES - 2026/7

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

Students working in a team may present on different dates if their EC approvals differ, and each student will deliver their respective subsection of the presentation.

Assessment Strategy

The assessment strategy for this module focuses on evaluating both the final outputs and the learning process through which students develop their work.

Students engage in practical activities throughout the module, including game testing sessions, discussions, and design analysis tasks. These activities allow the teaching team to observe students' engagement with the research, testing, and analytical process before the final assessment.

The two assessments (group game testing report presentation and individual game portfolio presentation) require students to demonstrate applied understanding of game user research methods, psychological theories, and design analysis.

In addition to the final presentation outputs, the process of developing the work is supported through teaching sessions, formative discussions, and opportunities for feedback. This ensures that students engage in the full research and analysis process rather than producing only a final output. 

Formative assessment and feedback  

• Practice game testing sessions where students gain experience with game testing and user research methods by collaborating with an external game company
• In-class discussions and workshops where students reflect on testing approaches, player behaviour, and design insights
• Opportunities for feedback during teaching sessions and office hours
• Peer discussion and Q&A sessions during presentations 

The assessment design emphasises authentic learning and industry-relevant practice. Students engage with real game prototypes and apply psychological theory to practical user research contexts.

In the group assessment, students conduct game user research testing with game prototypes, which are often not publicly released. This requires students to engage directly with the testing process, player observations, and real gameplay data. As a result, the assessment emphasises applied analysis and experiential learning, which cannot easily be substituted by AI-generated content.

The use of presentation-based assessment, combined with interactive Q&A sessions, further supports verification of students' understanding and encourages independent analysis.

Both the group and individual assessments are designed to help students develop practical skills that are directly relevant to careers in the game industry. Through conducting game user research, analysing player experience, and presenting design critiques, students gain experience with analytical, research, and communication skills that are commonly required in game design, UX research, and related roles.

This approach aligns the assessments with the module learning outcomes while also strengthening students' employability and readiness for professional roles in the games and digital experience industries. 

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 digital games using appropriate research and evaluation methods. Students will use SurreyLearn and a range of software that facilitates in-class group activities, meetings, and presentations in a responsible manner. Students will gain the capabilities in critical engagement with online sources such as game review platforms, player feedback forums, and industry materials. Students are introduced to principles of responsible use of AI tools in academic work in line with the University's guidance on AI use in assessments. This includes: 1) understanding the appropriate and inappropriate uses of AI tools in academic task; 2) critically evaluating AI-generated information; 3) maintaining academic integrity when using digital technologies; 4) AI may be used for minor language refinement or brainstorming but must not replace students' own analysis, research, or critical thinking.

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.

Programmes this module appears in

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 2026/7 academic year.