SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Virtual Reality Studies 
SAQA QUAL ID QUALIFICATION TITLE
115602  Higher Certificate in Virtual Reality Studies 
ORIGINATOR
SAE Institute South Africa (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 02 - Culture and Arts  Visual Arts 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  EXCO 0821/24  2019-12-17  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The Higher Certificate in Virtual Reality Studios qualification uses an experiential approach to assessment design and delivery, which combines the application of technical skills, design processes and critical reflection and transferable skills development. Learners will learn the technical workflows associated with common augmented and virtual reality platforms, including as scripting and asset pipeline, apply design and project management processes and engage in the development of scholarly skills.

There is a development of practical skills in the process of addressing several real-world and experimental assessment briefs that ask learners to make a range of focused, immersive interactive experiences which iteratively build their skills and knowledge in this field. There is an emphasis on approaching the assessment tasks from the perspective of paraprofessional role expectations commensurate with the outcomes of this programme.

A set of core learning outcomes dealing with project management, interdisciplinary practice, contemporary workflows, essential marketing and business acumen, and scholarly processes develop skills and knowledge for problem-solving and decision making within group-based and independent projects in creative media.

Learners reflect upon their experiences in a structured way, designed to encourage useful critical reflection and analysis skills. Key areas of content covered by the program include:
  • Augmented Reality (AR) technology use;
  • Virtual Reality (VR) technology use;
  • Mixed Reality (MR) technology use;
  • Haptic technologies;
  • Human-Computer Interaction (HCI);
  • Rapid prototyping;
  • Scripting;
  • Creative problem solving;
  • Critical reflection;
  • Working under supervision in a paraprofessional role;
  • Introductory design and critical reflection processes;
  • Technical pipelines and workflow;
  • Introductory project management.

    Software design and development kits have been selected based on benchmarking of industry trends and market share of existing platforms. The curriculum follows software agnostic where possible, and instead, focus on standard and transferable aspects of the AR and VR sector.

    The final project in the qualification will result in a creative framework and prototype developed under structured supervision and guidance. This qualification requires the application of skills acquired in all modules. Assessment includes a large portion of practical and project work, under the supervision of the Gaming Faculty.

    Rationale:
    Augmented and virtual reality technologies are now achieving widespread use and application in a range of fields. This rapid and broad uptake attributed to the relatively low cost, high quality and ease of accessibility of augmented and virtual reality technologies. As such, the career outlook for the application of these technologies is positive, and the true potential of these technologies is only just starting is realised. Due to this, roles in professional settings are varied and developing.

    The Higher Certificate in Virtual Reality Studies is an entry-level, skills-focused programme. The programme develops learners' skills and knowledge in applying consumer-level VR and AR hardware and software to produce immersive interactive experiences. Instead of focusing primarily on a particular industry, the Higher Certificate in Virtual Reality Studies programme focuses on the core technical and design consideration of working with these technologies. By doing so, the outcomes of the program apply to a wide range of paraprofessional industry roles and applications in areas such as health, tourism, medical, military and entertainment.

    Learners of the Higher Certificate in Virtual Reality Studies will be able to pursue entry-level careers or paraprofessional roles in/as:
  • Augmented Reality Application Designer/Developer;
  • Virtual Reality Application Designer/Developer;
  • Interaction Designer;
  • Creative Media Project Teams.

    Learners will also be prepared to apply for further studies in creative/multimedia design and production, such as an Advanced Certificate, Diploma or qualification in VR/AR, multimedia or game design. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Learners may achieve this qualification in part through Recognition of Prior Learning (RPL). As such, the institution will recognise skills, knowledge and experience achieved through formal, informal and non-formal learning following its RPL policy. Prospective learners who do not meet entry requirements may also apply for RPL to gain access into the qualification.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Senior Certificate, NQF, Level 4.
    Or
  • National Senior Certificate, NQF Level 4 granting access to Higher Certificate studies.
    Or
  • National Certificate Vocational, NQF Level 4 granting access to Higher Certificate studies. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory modules at Level 5, totalling 120 Credits.

    Compulsory Modules, 120 Credits:
  • Managing Software Projects, 15 Credits.
  • Virtual Reality Technologies, 20 Credits.
  • Augmented Reality Technologies, 15 Credits.
  • Scholarly Perspectives in AR and VR, 10 Credits.
  • Contemporary Industrial Practices, 10 Credits.
  • Mixed Reality Hardware, 20 Credits.
  • Computer-Mediated Reality Major Project, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate informed knowledge of methodologies and approaches related to the management of software projects and contributing as a team member.
    2. Demonstrate informed and basic applied knowledge of virtual reality technologies and augmented reality technologies.
    3. Demonstrate the ability to conduct an essential inquiry to identify, assess and use the information to support basic technical writing and arguments.
    4. Demonstrate informed understanding and application of necessary scripting skills to utilise a range of hardware interfaces for augmented, virtual, and mixed reality applications.
    5. Demonstrate an informed understanding of consumer demand and business practices relevant to virtual reality product markets. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply foundational project management skills as a member of a software project team.
  • Apply collaborative and technical writing skills to support a creative media project.
  • Apply appropriate digital workflow process to manage digital assets.
  • Apply critical reflection process to improve professional practice.
  • Apply essential appropriate rapid prototyping, and agile methodologies to deliver games projects on time and within project constraints.
  • Demonstrate the ability to work and collaborate effectively in a project team environment.
  • Implement essential programmatic solutions to predefined game behaviours and interactions in an appropriate middleware package.
  • Demonstrate the ability to use, configure and implement game assets and features to support pre-established game development goals.
  • Demonstrate the ability to identify effective practices in a client-driven creative media project as a paraprofessional.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply necessary scripting skills and knowledge to create interactivity in virtual spaces.
  • Apply necessary interactivity design skills and knowledge and processes relevant to virtual reality applications.
  • Consider end-user perceptions to compare and contrast the design element of interactivity in virtual space.
  • Demonstrate a basic applied understanding of scale, movement, size and proportion in virtual space.
  • Demonstrate basic interactive prototypes appropriate for consumer-level virtual reality hardware.
  • Identify user interface requirements and preferences relevant to virtual reality applications.
  • Apply necessary scripting skills and knowledge to create interactivity in augmented reality.
  • Apply necessary interactivity design skills and knowledge relevant to augmented reality applications.
  • Create basic interactive prototypes using consumer-level augmented reality mobile hardware.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify relevant and authoritative information sources and selected to support basic technical writing.
  • Apply foundational analytical skills in the documentation of a creative project.
  • Construct and critically analyse arguments.
  • Demonstrate the ability to conduct primary analyses to describe the historical context and application of augmented and virtual reality.
  • Demonstrate the ability to write using the appropriate tone, spelling, grammar and appropriately cited references.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply the necessary interactivity design skills and knowledge relevant to interfaces between virtual and physical interaction.
  • Compare and contrast design active and passive haptic feedback in virtual and physical space.
  • Demonstrate a basic applied understanding of single-board microcontrollers for custom hardware interfaces.
  • Create a basic interactive prototype using consumer-level augmented and virtual reality hardware.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate an informed understanding of business strategies of major and independent companies and the ability to evaluate their influence on the market.
  • Demonstrate an informed understanding of market needs and market validation techniques.
  • Identify and compare distribution platforms, their associated audiences and influence on production.
  • Analyse and describe successful activities of independent marketing and promotional activities.

    Integrated Assessment:
    Formative assessment:
    Learners complete a series of assessments throughout the year. Formative assessments are marked, and feedback is given to learners to direct and support learning, the achievement of outcomes, and prepare learners for examinations. Formative assessments may include projects, case studies, essays, simulations, experiments, assignments, online activities, interactions, and presentations. An examination serves as the summative assessment, which evaluates the achievement of outcomes of the larger body of knowledge in the programme, under normal exam conditions.

    Summative assessment:
    Summative assessments may include final examinations, portfolios of evidence and research reports. The completion of experiential learning is an integral part of the learning programme and as such, contributes to the assessment of learning outcomes contained in the qualification. 
    		•

    INTERNATIONAL COMPARABILITY 
    Among a considerable number of entry-level programmes focussed on virtual and augmented reality, the following are comparable with this qualification:

    Deacon University in Australia offers a one-year Graduate Qualification of Virtual and Augmented Reality consists of similar modules covering the key topics: content creation, mobile platforms, interaction and design for Virtual Reality (VR) and Augmented Reality (AR), and development for the qualification. As is the case with the proposed programme, the Deacon University programme also includes a considerable amount of practical and simulated work as experiential learning.

    Eastern Iowa Community Colleges offer a one-year Virtual and Augmented Reality Diploma. Their qualification covers 3D modelling and animation, and game simulation in the first semester. In the second semester, they cover AR and VR projects, project management and composition and technical writing.

    The qualifications above were selected because they are also entry-level, one-year qualifications in the field of virtual reality and augmented reality which made them a good choice for comparison with this qualification. Since the emergence of VR and AR, both USA and Australia have consistently demonstrated a relatively high interest in this field from a user, developer and application perspective which suggests a high level of relevance for the scope of education from the institutions in those countries. Both these qualifications compare well with this qualification in terms of scope and focus. 

    ARTICULATION OPTIONS 
    This qualification offers both possibilities of horizontal and vertical articulation.

    Horizontal Articulation:
  • Higher Certificate in Game Design and Development, Level 5.
  • Higher Certificate in Game Design and Production, Level 5.

    Vertical Articulation:
  • Bachelor of Arts in Game Design and Production, Level 7.
  • Bachelor of Computer and Information Sciences in Game Design and Development, Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. SAE Institute South Africa (Pty) Ltd 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.