This course focuses on best practices and industry skills used in the games development process with real-time 3D creation tools. These tools can be used for a variety of projects, from games development and architecture visualisation to virtual production and education. The content of the programme has been shaped through consultation with industry partners to ensure the material is relevant and enhances the employability of graduates from this program.
The course materials will be delivered face to face on campus. The modules are built around industry standard software platforms which students can access remotely, if needed. Online learning materials provide an overall framework for students to work through with weekly in person workshops and tutorials supporting the learning of each student. These will be streamed live and recorded for the benefit of students that cannot attend in person. Students will complete modules centered on research methods so that they can make informed choices on how to develop innovative projects implementing games technologies. No prior experience in games technologies is required to succeed on this course. Students will have the opportunity to create a substantial project which could be used as a basis for submission to games platforms for publication.
The MediaLab is a newly-established centre of excellence for augmented and virtual reality at Queen’s University.
Creative Games Technologies highlights
Industry Links
Real-world projects developed in collaboration with industry and academia.
World Class Facilities
Students will have access to the Capture Lab and HCI Facilities for User Testing of projects.
Internationally Renowned Experts
You will be taught by staff with research profiles of international standing, with a wide range of interests in Games Tech.
Student Experience
Studio Setting for Projects.
The Design Studio Module will see students working in multidisciplinary teams on projects. This will give them vital experience of delivering, according to a brief, a high value skill for employment in the immersive technologies industry. Students will be able to select from a diverse array of projects, with projects in Medicine, Architecture, Narrative, Games and Physics among those available.
For full-time students the MA in Creative Games Technologies runs from September to September, with graduation normally in December. Full-time students complete a total of three modules per semester (60 credits).
Semester One:
MDL7001 Introduction to Games Technologies
MDL7002 3D in Games
MDL7007 Design Thinking & Research Methods
Semester Two:
MDL7004 Applied Games Technologies
MDL7005 Creative Computing in Art, Design and Technologies
MDL7006 Design Studio
The Games Technologies Research Project is taken in the summer (June to September). To be awarded the MA degree, students must achieve a pass mark in 120 taught module credits and the 60-credit Research Project.
Part-time students:
For part time students, the modules in semester 1 must be taken before their linked follow-on modules in Semester 2, e.g. in order to take Applied Games Technologies in an academic year, they are required to have completed Intro to Games Tech previously.
An example journey through the modules on a part time basis would be:
Year 1
Semester 1
Intro to Games Tech (20 CATS)
Research Methods & Design Thinking (20 CATS)
Semester 2
Applied Games Technologies (20 CATS)
Year 2
Semester 1
3D in Games (20 CATS)
Semester 2
Creative Computing (20 CATS)
Design Studio (20 CATS)
Year 3
Games Technologies Research Project (60 CATS)
(Students also have the option of completing 3D in Games and Creative Computing in Year 1, then the Games Technology modules in Year 2. Design Studio cannot be taken until the second year of the course).
Exit qualifications are available: Students may exit with a Postgraduate Certificate by successfully completing 60 credits of taught modules. Students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules.
Modules
Students will take a number of modules, a sample of which are listed below:
Introduction to Games Technologies
Applied Games Technologies
3D in Games
Creative Computing in Art, Design, and Technologies
Design Thinking & Research Methods
Design Studio
Games Technologies Research Project
School of Arts, English and La Email: j.chang@qub.ac.uk
Contact Teaching Hours
Large Group Teaching
9 (hours maximum) The teaching for each module is as follows:
10 weeks x 1.5 hours of asynchronous delivery and tutorial support sessions
10 weeks x 1.5 hours of lab discussions and consultancy sessions
Small Group Teaching/Personal Tutorial
1 (hours maximum) Games Technologies Research Project
10 weeks x 1 hour weekly meetings
2 x 3.5 hour review (mid term + final)
Teaching Times
Afternoon and evening.
Learning and Teaching
Learning opportunities associated with this course are outlined below:
Learning and Teaching
You’ll be part of a small, informal and multidisciplinary class. You’ll get to know your classmates and lecturers well through the synchronous sessions and any in person events that occur. You will be welcome to visit the Medialab to work on projects/use facilities through the course of your studies.
Assessment
Assessments associated with the course are outlined below:
Awarding of the qualifications is based on continuous assessment of coursework, examinations and assessment of modules based solely on submitted work related to private, individual study .
All the modules are 100% continuous assessment, assessments will have many forms including but not limited to:
- Programming Assignments
- Group Presentations
- Learning Journals
- Demo to Industry Experts
- Peer Review
- 3D Rendering/ Environment Design
What our academics say
I worked in the games industry for 5+ years prior to moving to academia, working on 21 titles released on multiple platforms. I also have experience with the application of games technologies in the natural & built environment and advanced manufacturing.
Dr Darragh Lydon, Lecturer in Games Development
Having an architectural design background, I've focussed on digital architecture and using 3D software in design for years. During my PhD study in interactive architecture, I led workshops on parametric design, algorithmic form generation, and physical computing. As an assistant professor at the University of Delaware, I taught tangible experimental interaction design and UX/UI design. I also developed a game module that teaches coding, 3D modelling, and storytelling in game development to provide students with essential skills and an understanding of the workflow in game development.
The information below is intended as an example only, featuring module details for the current year of study (2025/26). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
Working with industry professionals, this module is designed as an experimental laboratory for the students to apply their knowledge and their skillset from the taught modules to develop group-based research projects/prototypes of their choice. These could include topics related to games, media, design, culture, heritage, science, or social science. It is critical to nurture a team spirit and develop perspectives in a group project, this is designed to resemble industry practice. The industry professionals will bring real-world problem-solving opportunities and practical technical supporting workshops related to real-time 3D applications.
Classes will take the form of informal discussions, where students present their progress, and the teaching team provide feedback and advice on development. There will also be guest lectures on specific topics, such as production, narrative design and audio integration. Students will present their work to an industry panel as part of a student exhibition upon completion of the module. The industry panel will not form part of the assessment process for the module, it is merely an opportunity for students to receive formative feedback from industry experts to help them with potential future development on their projects.
Learning Outcomes
By the end of this module students will be able to:
1. Apply the general workflow of developing a creative research project, particularly the iterative nature of developing concepts with real time content creation engines.
2. Research and interpret the product marketplace, technologies and development methodologies.
3. Work as part of a multidisciplinary team to deliver a project.
4. Engage with user testing to inform design iteration.
Skills
By the end of this module students will be able to:
1. Demonstrate entry-applied level prototyping skills, including feasibility analysis.
2. Create design documents for an assigned project brief.
3. Apply appropriate development methodologies.
4. Demonstrate skillsets to work independently with initiative.
5. Work collaboratively with and for others in a team.
6. Articulate their contribution within a multidisciplinary team.
7. Ability to problem solve and explore creative solutions.
8. Combine individual critical thinking with creative tools to generate projects/artworks expressing one’s statement.
9. Manage the prototype development process using source control and build processes.
10. Deliver clear written, verbal, and visual communication/expression in project presentations.
11. Exemplify a spirit of self-motivation and self-reflection on design process & decisions.
This module includes independent research on a topic that develops from the taught modular coursework throughout the Games Technologies program. The dissertation should reflect the background of work conducted across the first two semesters. Each student will develop and produce a dissertation based on a selected topic of their own interest in real-time games tech, in consultation with their supervisor.
The Games Technologies Dissertation requires 2 key elements: 1) a working practice/prototype-based output (a real-time 3D media production demonstrated project, such as innovative gameplay, immersive VR/XR/MR spatial experiences, a Metaverse-related design projects...etc.) associated with 2) an artifact that details the design process and the decisions made during this process. This can take the form of a traditional dissertation document but can also take the form of other artifacts such as reflective diaries, research presentations/exhibitions, videos, viva voce, infographics or a podcast, in line with Universal Design for Learning principles.
Students will undertake their dissertation work independently and supported by their supervisor.
Learning Outcomes
On successful completion of the module students will be able to :
1. Use appropriate resources to investigate research questions or support findings.
2. Write, illustrate, research, and conduct other skills pertinent to the development of a dissertation.
3. Manage their development process to ensure project is delivered on time.
4. Evaluate to what extent the system helps address the concept that the system is designed to illustrate.
5. Test the developed solution to ensure it meets industry standards for performance and document this process in the dissertation.
Skills
1. Demonstrate Intermediate-applied level prototyping skills
2. Nurture individual creation and critical thinking.
3. Demonstrate skillsets to work independently with initiative
4. Evaluate and select implementation technologies for projects.
5. Ability to problem solve and explore creative solutions.
6. Utilization of combining individual critical thinking with creative tools to generate projects/artworks expressing their project vision.
7. Knowledge of marketing/business concepts for developed product.
8. Capability of clear written, verbal, and visual communication/expression for project presentation
9. Self-motivation and self-learning and reflection on design process & decisions.
10. Awareness of industry-level quality standards for delivered products.
This module aims to deliver content necessary to conceptualise, plan and deliver research projects. The module will introduce students to the following topics: Qualitative and Quantitative analysis, Research Ethics, Project Management and Critical and Design Thinking. These introductions will enable students to employ principles in design thinking for project development with the core of human-centred design. These introductions will also enable students to perform independent research and reflection on these topics using a flipped learning paradigm.
Learning Outcomes
On successful completion of the module students will be able to:
1. Formulate and defend well-informed and discipline-specific research questions
2. Comprehend and negotiate the ethical issues involved in research, including the uses of research and the social and political contexts of research.
3. Apply qualitative and quantitative methods to research problems.
4. Utilise critical thinking to determine the best approach to solving a research problem.
5. Evaluate project management techniques to find the best approach for developing a project.
6. Reflect and review a solution and its implications.
7. Understand the concept of human-centred design.
8. Apply the design thinking sequential stages for generating design.
9. Utilise principles in design thinking for design problem-solving.
10. Generate designs that are revolutionary, not just incremental.
Skills
1. Problem analysis from multiple perspectives.
2. Independent study skills, including the ability to conduct independent research, including qualitative and quantitative data collection.
3. Identify inconsistencies, weaknesses and errors in reasoning.
4. Analyze and interpret data with appropriate methods and frameworks.
5. Synthesize and integrate information into a consistent solution.
6. Analyze with potential research content to find the design question.
7. Understand and generate human-centred design.
8. Modify design following the user’s constructive feedback as an iterative developing process.
9. Generate rational design solution responding to the design questions.
10. Conduct research and user study to create reflective user-centred design.
This module offers an introduction to game design from the perspective of art and design, focusing on the implementation and integration of essential techniques for producing interactive virtual environments with an aesthetic focus. On completion of this module, students will have gained a critical technical foundation in elements of game design including coding, 3D modelling, basic game-development techniques, understanding the general game development workflow, and connections with related emerging technologies
Learning Outcomes
The module will be introduced in 3 sections, Coding, 3D Modelling, and Basic Game Design. Each section's learning outcomes are listed below:
Coding:
By the end of this section students will be able to:
- Understand the basic principles, syntax and commands of programming languages (Java as a preliminary language here).
- Execute basic coding techniques as creative tools for visualization and digital art creation.
3D Modelling:
By the end of this section students will be able to:
- Understand what a 3D virtual space/environment is and can be.
- Understand the fundamental concepts of 3D models (mesh, voxel, vertex, etc.)
- Execute the basic 3D model and rendering skills (materials/lighting/camera) to create 3D assets (like characters, objects, and environments).
- Use the 3D modelling skills learned in combination with their own creative input.
Basic Game Design:
By the end of this section students will be able to:
- Utilise the basic functions of the 3D creation, coding, physics/collision, game control in a game engine to build a virtual experience in the third-person perspective
- Combine the skills learned in the "3D Modelling" and "Basic Game Design" sections as a means of creating a story telling virtual environment with individual aesthetic style.
- Understand the basic game development workflow and this creation is an ongoing process that requires numerous iterations.
Skills
- Entry-applied level of coding, 3D modelling, and game development skills.
- Nurture individual creation and critical thinking.
- Demonstrate skillsets to work independently with initiative.
- Ability to problem solve and explore creative solutions confronting the problems.
- Notion of understanding the basic game development workflow and framework.
- Capability of explicit written, verbal, and visual communication/expression for project presentation.
- Spirit of self-motivation and self-learning and reflection on design process and decisions.
- Give critical constructive suggestions for self-evaluation and peers review.
Creative Computing in Art, Design and Technologies
Overview
This module encourages students to experiment with emerging technologies and coding as creative tools to tackle issues of humanity/society observed by merging the disciplines of art, design, and technology. Through this class, the students will be equipped with basic coding skills, related software, and on how to create art/design pieces to evoke the questions they are interested in. The course will also guide the students to start looking at the current hot topics related to computational technology, such as Generative Art/Music, Creative Coding, Metaverse, VR/AR (Virtual Reality/ Augmented Reality), Bio-inspired Art and Design, Machine Learning/Artificial Intelligence, physical computing/IoT to stimulate their personal perspectives on these topics.
Learning Outcomes
By the end of this module students should be able to:
1. Understand the basic principles, syntax, and commands of programming languages with creative coding tool
2. Execute basic visual coding techniques as creative tools for visualization and digital art creation
3. Understand the basic concepts in physical and virtual 3D environment
4. Demonstrate primary AR effect with related software at a prototype level
5. Use visual coding techniques to demonstrate prototypes
6. Gain knowledge and inspiration about current emerging technologies
Skills
1. Entry-applied level of coding and visual coding, 3D notions, and AR effect skills
2. Nurture individual creation and critical thinking
3. Demonstrate skillsets to work independently with initiative
4. Ability to problem solve and explore creative solutions confronting it
5. Utilization of combining individual critical thinking with creative tools to generate projects/artworks expressing one’s statement
6. Awareness about the current emerging technologies trends and holding critical opinions on those developments
7. Capability of clear written, verbal, and visual communication/expression for project presentation
8. Spirits of self-motivation and self-learning and reflection on design process & decisions
9. Give critical constructive suggestions for self-evaluation and peer review
This module builds on the foundation set out in Introduction to Games Technologies. Students will be introduced to advanced techniques that will aid their journey towards being development professionals. Students will be required to reflect on previous projects they have completed and use these as a basis for improvement and personal development. Students will also be provided with opportunities to make decisions on assessments including deadlines/weighting.
Learning Outcomes
By the end of this module students should be able to:
1. Utilise learnings from previous projects to iterate on a concept.
2. Collaborate with peers on task allocation.
3. Evaluate projects developed by their peers and suggest improvements as necessary.
4. Synthesise techniques associated to game development to enhance the utility of a project.
Skills
1. Capable of using a diverse range of technological approaches to a problem.
2. Work independently under time and design constraints.
3. Ability to problem solve and explore creative solutions.
4. Coding standards and practices to ensure code readability.
5. Self reflection on decisions made during course and their consequences.
6. Manage and prioritise work.
7. Incorporating peer/tutor feedback into project.
This module will deliver the fundamental concepts required for students to create projects using games technologies. The module will cover elements from mathematics, physics, programming and games technologies including version control. Students will be assessed on their understanding of these concepts through a variety of means including quizzes, presentations and project creation.
Learning Outcomes
By the end of this module students will be able to:
- Understand relevant mathematical and physical concepts used in 3D applications.
- Demonstrate knowledge of appropriate programming techniques.
- Use real time content creation tools.
- Assess projects from peers and review code quality.
- Adhere to coding standards for real time applications.
- Improve understanding and skills based on peer feedback.
- Become familiar with collaborative software development using GitHub.
Skills
By the end of this module students will be:
- Utilising different programming techniques to create desired in-game functionality
- Implementing version control into project development.
- Working independently under time and design constraints.
- Demonstrating an ability to problem solve and explore creative solutions.
- Capable of creating clear written, verbal and visual communications for project presentations.
- Giving critical constructive suggestions for self-evaluation and peers review.
- Incorporating peer/tutor feedback into project.
Normally a 2.2 Honours degree or equivalent qualification acceptable to the University in any discipline. Applicants with qualifications below a 2.2 Honours degree standard may be considered if they can demonstrate appropriate experience.
Applicants are advised to apply as early as possible and ideally no later than 14th August 2026 for courses which commence in late September. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal prior to the deadline stated on course finder. Notifications to this effect will appear on the application portal against the programme application page.
The University's Recognition of Prior Learning Policy provides guidance on the assessment of experiential learning (RPEL). Please visit the link below for more information. http://go.qub.ac.uk/RPLpolicyQUB
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required. *Taken within the last 2 years.
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
If you need to improve your English language skills before you enter this degree programme, Queen's University Belfast International Study Centre offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
This MA programme will equip you with the knowledge and skills required for a successful career using games technologies.
Graduates will be eligible for roles in a variety of industries, including games development, film/TV, immersive experiences/Metaverse, advanced manufacturing, and architecture & engineering. Graduates would also have the opportunity to continue their studies and progress into research roles in this area.
Employment after the Course
NOT JUST A GAMES COURSE
This course will open doors for graduates in a multitude of industries/ countries. With the significant investment worldwide in these technologies (predicted spend of £100 billion in 2023), degrees in games technology will leave students perfectly poised for future roles.
Employment Links
EMPLOYERS WHO ARE INTERESTED IN PEOPLE LIKE YOU
Games Companies, Immersive and Multimedia Studios, Film/TV studios, Manufacturing Companies, Architecture/Civil Engineering Firms.
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.
