Psychology in Game Design and Digital Innovation MSc - 2026/7
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
14/05/2026
Educational aims of the programme
- To assist students in utilizing gamification and user-centred design methods to enhance engagement in psychological research, assessment, and intervention
- To instil ethical awareness and considerations in creating responsible games and digital experiences
- To offer opportunities to develop the basic interpersonal, technical and creative skills required for problem solving in the domain of game design and digital innovation
- To provide a comprehensive understanding of core psychological theories and principles and apply them to analyse human behaviour in game and digital settings and to innovate designs
- To provide students with theoretical and qualitative/quantitative methodological expertise to conduct psychological research in various phrases of game and digital innovation design
Programme learning outcomes
| Attributes Developed | Awards | Ref. | |
| Apply psychological theories and research to critically analyze human behaviour and preferences in games and digital environments | KCPT | PGDip, MSc | |
| Demonstrate critical thinking and problem-solving skills in addressing challenges related to digital innovation and game design | CPT | PGDip, MSc | |
| Design compelling, immersive, and beneficial game experiences inspired by psychology, with a focus on user engagement, behaviour change, and applied outcomes (e.g., intervention, assessment, research) | CPT | PGDip, MSc | |
| Utilize some basic and advanced research design and analysis methods, principles and techniques to guide user research and enhance the design of games and digital products | KCPT | PGDip, MSc | |
| Incorporate ethical considerations and responsible design practices in digital innovation and gamification | KCPT | MSc | |
| Leverage emerging technologies for innovative game design and interactive experiences | KP | MSc | |
| Develop awareness of diversity, fairness, gender and cultural influences and apply them to game and digital experience design | KCPT | PGDip, MSc | |
| Communicate work in a professional manner for academic and non-academic audiences in written and verbal formats | KPT | MSc | |
| Collaborate effectively in groups for problem solving | KPT | PGCert, PGDip, MSc | |
| Develop knowledge and understanding of the intersection between psychology, game design, and digital technology | K | PGCert, PGDip, MSc | |
| Apply some basic and advanced research design and analysis methods, principles and techniques | KCP | PGCert, PGDip, MSc |
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.
In Semester 1, students need to complete three compulsory modules and one optional module. Students are required to take a compulsory research methods training module that suits their level of foundational knowledge. They should select either PSYM147 Advanced Research Methods and Design, recommended for those with a first degree in Psychology or who studied psychology as part of their degree, or PSYM130 Academic Research Training, recommended for those without a psychology background.
In semester 2, students need to complete two compulsory modules and two optional modules. Students are required to take a compulsory quantitative data analysis module that suits their level of prior statistics training. They should select either PSYM187 Advanced Quantitative Data Analysis, recommended for those with a strong grounding in statistics from their undergraduate/prior studies, or PSYM188 Fundamentals of Quantitative Data Analysis, recommended for those who have not studied statistics before or who would like to consolidate their foundation in statistics.
Year 1 (part-time) - FHEQ Levels 6 and 7
Module Selection for Year 1 (part-time) - FHEQ Levels 6 and 7
Part-time students are required to complete two modules per semester from the available modules.
In Semester 1, students are required to take a compulsory research methods training module that suits their level of foundational knowledge. They should select either PSYM147 Advanced Research Methods and Design, recommended for those with a first degree in Psychology or who studied psychology as part of their degree, or PSYM130 Academic Research Training, recommended for those without a psychology background.
In semester 2, students are required to take a compulsory quantitative data analysis module that suits their level of prior statistics training. They should select either PSYM187 Advanced Quantitative Data Analysis, recommended for those with a strong grounding in statistics from their undergraduate/prior studies, or PSYM188 Fundamentals of Quantitative Data Analysis, recommended for those who have not studied statistics before or who would like to consolidate their foundation in statistics.
Year 2 (part-time) - FHEQ Levels 6 and 7
Module Selection for Year 2 (part-time) - FHEQ Levels 6 and 7
Part-time students are required to complete two modules per semester from the available modules, in addition to the year-long Dissertation in the second year.
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
This programme develops the following capabilities through the study and design of games and digital experiences:
Employability: Students develop skills in critical analysis, research, communication, creative thinking, game design, user research and player-data analysis. These are relevant to gaming, research and development, marketing, policymaking, education and cybersecurity. Assessments such as game critiques and design, prototypes, playtesting and research projects help students evidence their abilities to employers.
Global and cultural capabilities: Students explore the diverse needs and experiences of digital users across cultures, communities and geographic contexts. Teaching draws on examples from different geographic locations and varied ethnic groups, while learning activities encourage students to consider cultural perspectives in design.
Digital capabilities: Students gain hands-on experience with tools for game testing, literature review, statistical analysis, collaboration and presentations. They also examine cyberbullying, gaming addiction, online behaviour, digital and physical-world interactions, and the creative, responsible, and reflective use of emerging technologies, including AI.
Sustainability: Students apply psychology to games and digital technologies that address real-world challenges. Projects may include educational and accessible online games, games raising awareness of climate change or inequality, and games encouraging behaviour change linked to the UN Sustainable Development Goals.
Resourcefulness and resilience: Students build confidence through varied learning activities, group work, problem-solving and dissertation research. They learn from peers, reflect on personal and cultural experiences, and apply knowledge creatively to real-life problems with guided staff support.
Quality assurance
The Regulations and Codes of Practice for taught programmes can be found at:
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.