Virtual Environments (11687.2)
Available teaching periods | Delivery mode | Location |
---|---|---|
View teaching periods | On-campus |
Bruce, Canberra South Bank, QLD |
EFTSL | Credit points | Faculty |
0.125 | 3 | Faculty Of Arts And Design |
Discipline | Study level | HECS Bands |
School Of Design And The Built Environment | Level 2 - Undergraduate Intermediate Unit | Band 2 2021 (Commenced After 1 Jan 2021) Band 3 2021 (Commenced Before 1 Jan 2021) |
Students will apply their gained knowledge in the design and construction of a fully realised 3D environment in response to a project brief.
The unit aims to provide learners with theoretical and practical knowledge relating to the techniques and methods utilised in the design and creation of immersive virtual environments.
Learning outcomes
On successful completion of this unit, students will be able to:1. Analyse and review contemporary virtual environment designs;
2. Discover a variety of applications for virtual environment designs;
3. Design a 3D virtual environment that effectively communicates a simulation scenario or narrative;
4. Construct a 3D virtual environment that responds to a simulation scenario or narrative; and
5. Evaluate the effectiveness of a variety of virtual environments.
Graduate attributes
1. ºÚÁϳԹÏÍø graduates are professional - employ up-to-date and relevant knowledge and skills1. ºÚÁϳԹÏÍø graduates are professional - communicate effectively
1. ºÚÁϳԹÏÍø graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. ºÚÁϳԹÏÍø graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. ºÚÁϳԹÏÍø graduates are professional - take pride in their professional and personal integrity
2. ºÚÁϳԹÏÍø graduates are global citizens - think globally about issues in their profession
2. ºÚÁϳԹÏÍø graduates are global citizens - understand issues in their profession from the perspective of other cultures
2. ºÚÁϳԹÏÍø graduates are global citizens - communicate effectively in diverse cultural and social settings
2. ºÚÁϳԹÏÍø graduates are global citizens - make creative use of technology in their learning and professional lives
3. ºÚÁϳԹÏÍø graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. ºÚÁϳԹÏÍø graduates are lifelong learners - be self-aware
2. ºÚÁϳԹÏÍø graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
3. ºÚÁϳԹÏÍø graduates are lifelong learners - evaluate and adopt new technology
Prerequisites
None.Corequisites
None.Incompatible units
None.Equivalent units
9755 Virtual EnvironmentsAssumed knowledge
None.Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
---|---|---|---|---|---|
2024 | Bruce, Canberra | Semester 2 | 29 July 2024 | On-campus | Dr Joel Bennett |
2024 | South Bank, QLD | Semester 2 | 29 July 2024 | On-campus | Mr Enrique Klein |
2025 | South Bank, QLD | Semester 2 | 28 July 2025 | On-campus | Mr Enrique Klein |
2025 | Bruce, Canberra | Semester 2 | 28 July 2025 | On-campus | Dr Joel Bennett |
Required texts
- Jerald, J. (2015). The VR book: Human-centered design for virtual reality. Morgan & Claypool.
- Bauer, B. (2023). A practical guide to level design: from theory to practice, diplomacy and production
- Stankovi¿, S. (2015). Virtual Reality and Virtual Environments in 10 lectures. Synthesis Lectures on Image, Video, and Multimedia Processing, 18(3), 1-197.
- Tricart, C. (2017). Virtual reality filmmaking: Techniques & best practices for VR filmmakers. Taylor & Francis.
- Bryant, R., & Giglio, K. (2015). Slay the Dragon: Writing Great Video Games. Michael Wiese Productions.
- Skolnick, E. (2014). Video Game Storytelling: What Every Developer Needs to Know About Narrative Techniques. Watson-Guptill Publications.
- Dille, F., & Platten, J. Z. (2007). The Ultimate Guide to Video Game Writing and Design. Lone Eagle Publishing Company.
- Solarski, C. (2017). Interactive stories and video game art: A storytelling framework for game design. CRC Press.
Students must apply academic integrity in their learning and research activities at ºÚÁϳԹÏÍø. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
ºÚÁϳԹÏÍø students have to complete the annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
ºÚÁϳԹÏÍø uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Participation requirements
There is a strong correlation between participation and success in higher education. Your participation in the unit learning activities and your engagement with associated online activities will enhance your understanding of this unit's content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.
Required IT skills
Students require general computing skills in applications such as word, PowerPoint, and basic internet search capability.
Work placement, internships or practicums
Not Applicable