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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Diploma in Computer Game Design 
SAQA QUAL ID QUALIFICATION TITLE
122703  Advanced Diploma in Computer Game Design 
ORIGINATOR
Stadio (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 02 - Culture and Arts  Design Studies 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0526/24  2024-08-22  2027-08-22 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-08-22   2031-08-22  

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 Advanced Diploma in Computer Game Design offers in-depth development in both the artistic and technical aspects of computer-generated (CG) gaming, with the goal of assisting each learner in the development of their skills as a well-rounded, specialised computer game design artist within the industry. The objective of the qualification is to produce graduates who are not only academically competent but also authentically employable in their chosen fields. An appreciation of practice, academic theories, and the history of computer games can be developed throughout the course of the qualification through the development of creative, analytical, and critical thinking skills. Additionally, the expansion of practical production skills enhances the learner's ability to function effectively within the games industry.

The qualification is designed to equip learners, who already have a background in 3D animation, with the requisite skills in computer game design. The qualification also aims to provide practical experience through the production of multiple portfolio pieces, each demonstrating a component of game design.

Graduates who have completed this qualification will have a greater opportunity to compete successfully in the job market. Learners will gain an in-depth understanding of the art of performance and storytelling, as well as entertainment and the behavioural design process for computer games. It places a strong emphasis on creativity, imagination, design thinking, and critical thinking to equip its learners with the conceptual and creative tools necessary for their growth as world-class animators specialising in computer game design. The qualification's ultimate goal is to prepare its learners to work in the computer game industry.

Learners will develop skills that will prepare them for careers in the animation, visual effects, gaming, interface design, computer-generated drawing, and illustration industries, as well as the universal economy of storytelling. The graduate will leave the qualification with a sizable creative portfolio to support their subsequent job search.

Upon completion of the qualification, qualifying learners will be able to:
  • Apply terminology in computer game design at an advanced level.
  • Apply the principles of game design and evaluate game quality.
  • Compare conventions of design in different styles of games.
  • Produce game assets, including character models, environments, and textures.
  • Apply game engines and game development frameworks in the design and implementation of game mechanics and game rules.

    Rationale:
    The qualification aims to provide a specialised development opportunity to those interested in entering the computer game industry via this qualification. This qualification will benefit the creative media design industry, which is anticipated to experience rapid expansion in the near future.
    The qualification is designed to equip students, who already have a background in 3D animation, with the requisite skills in computer game design. The programme also aims to provide practical experience through the production of multiple portfolio pieces, each demonstrating a component of game design.

    The animation industry and members of the present employer's qualification stakeholder group have provided input through work-integrated assessments indicating that the primary reason these positions are challenging to fill is due to a shortage of persons who are appropriately qualified. As a result, employment opportunities for graduates or self-employment opportunities are abundant for a skilled and creative computer game designer who can apply skills in both traditional animation and computer game design to produce not only animated videos in the fields of scientific, advertising, art, corporate, architecture, fashion, etc. genres but also computer and mobile games as an extension of the animation discipline.

    The demands of the computer game design business have reached a new level of complexity as a direct result of the evolution of technology. This qualification focuses on teaching learners the skills and knowledge needed to design and develop computer games at an advanced level. This qualification meets the needs of the gaming industry by providing learners with a strong foundation in game design. Graduates of the qualification will have the technical skills and knowledge to create high-quality, visually appealing games, which is an important aspect of the animation industry. Additionally, the qualification also includes coursework in areas such as storytelling and character development, which are important in creating engaging and immersive gaming experiences.

    There is a growing demand for computer game designers and creators in the South African animation industry. According to Tarentaal and Snowball (2019), South Africa has 59 gaming, or gaming and animation (hybrid), companies, and the most commonly used gaming release platform is PC/Mac (70%), followed by mobile (63%) and console (33%). The source also suggests that South Africa can grow its gaming industry by improving access to funding, skills development, infrastructure and market opportunities.

    The National Film and Video Foundation (NFVF) emphasises the difficulties that institutions have in adapting their curricula and providing graduates with the opportunity to be job-ready once they graduate (2016:33-35). Therefore, graduates of this programme must be versatile in their careers: The fast-evolving fourth revolutionary period is always bringing new visual media technologies to the forefront. This is compounded by an uncertain global future, which has an impact on graduates' employment prospects.
    Furthermore, the CATHSSETA Sector Skills Plan 2017/2018 underlines the changes that are occurring "as a result of technological advancements and globalisation, as well as the impact that they have on skills demand and supply" (2017:40). According to the statistics, a multimedia specialist is considered to be one of the "top 5 positions" in the industry (2017:42). 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    RPL for access:
  • Applicants who do not meet the stated admission criteria but who have relevant work experience/prior learning may apply for admission under the policy on Recognition of Prior Learning (RPL). The institution admits a maximum of 10% per cohort via RPL. The implementation of RPL is context-specific, in terms of discipline, qualification and level. Procedures and forms are available from the School Administration.

    RPL for exemption of modules:
  • In specified circumstances, qualifying applicants may also engage in the RPL for exemption process, where any form of informal, formal, or non-formal learning will be assessed for relevance towards possible module exemption.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Diploma in a related field, NQF Level 6
    Or
  • Bachelor's degree in a related field, NQF Level 7

    While having a background in design or a related field is preferred, it is not mandatory. However, it is important to note that the qualification assumes a certain level of foundational knowledge and skills in design and related areas. Therefore, applicants without prior design experience may be required to demonstrate their aptitude and commitment to learning design principles during admission, such as through a portfolio of evidence submissions, interviews, or additional assessments. This ensures that students entering the programme have the necessary foundation to succeed and benefit from the Advanced Diploma curriculum. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 120 Credits.

    Compulsory Modules, NQF Level 7, totalling 120 Credits.
  • Fundamentals of Game Design and Game Theory, 10 Credits.
  • Ideation and Concepting, 20 Credits.
  • Environmental and World Design, 20 Credits.
  • Action Storytelling and Meaningful Gameplay, 20 Credits.
  • System Design, 20 Credits.
  • Applied Game Design, 30 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply terminology in computer game design at an advanced level.
    2. Apply the principles of game design and evaluate game quality.
    3. Compare conventions of design in different styles of games.
    4. Produce game assets, including character models, environments, and textures.
    5. Apply game engines and game development frameworks in the design and implementation of game mechanics and game rules.
    6. Apply game principles to create and narrate original stories in the design of computer games.
    7. Design and develop a computer game as a capstone project, incorporating advanced game design principles, mechanics, and storytelling techniques. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1.
  • Illustrate a comprehensive understanding and usage of the specialised terminology and vocabulary specific to computer game design, effectively applying it in oral and written communication.
  • Exhibit fluency and proficiency in the discourse of computer game design, effectively expressing complex ideas and concepts using appropriate language structures and conventions.
  • Display technical accuracy in terminology and discourse, ensuring that their communication accurately reflects the concepts and principles of computer game design.
  • Effectively apply appropriate terminology and discourse within the context of specific discussions, presentations, and written assignments related to computer game design, demonstrating an advanced level of knowledge, and understanding.
  • Communicate ideas and concepts in a clear and concise manner, using appropriate terminology and discourse to ensure the effective transmission of information to different audiences, such as peers, instructors, and industry professionals.

    Associated Assessment Criteria for Exit Level Outcomes 2.
  • Apply understanding of game design principles to evaluate and analyse the effectiveness of game features, mechanics, and overall design in achieving the intended player experience and objectives.
  • Evaluate game quality based on established criteria, such as gameplay depth, balance, pacing, immersion, user interface, audio-visual presentation, and overall player satisfaction.
  • Identify and articulate the strengths and weaknesses of game designs, providing well-reasoned analysis and evidence-based arguments to support their assessments.
  • Compare and contrast different games, recognising how design choices impact the overall quality and player experience, and identifying best practices and areas for improvement.
  • Provide constructive feedback to game designers, offering specific suggestions for improvement based on their understanding of game design principles and the evaluation of game quality.

    Associated Assessment Criteria for Exit Level Outcomes 3.
  • Illustrate a comprehensive understanding of different game design styles, including genres, subgenres, and unique design approaches associated with each style.
  • Identify and describe the common design conventions and characteristics associated with different game styles, including gameplay mechanics, narrative structures, visual aesthetics, and player interactions.
  • Effectively compare and contrast the design conventions of different game styles, highlighting similarities and differences in terms of gameplay, storytelling, player experience, and other relevant design aspects.
  • Critically analyse and evaluate the effectiveness of design choices within different game styles, considering factors such as player engagement, enjoyment, and the fulfilment of genre-specific expectations.
  • Effectively communicate comparative analysis of design conventions in different game styles, utilising clear and coherent explanations, examples, and visual aids to support their arguments and conclusions.

    Associated Assessment Criteria for Exit Level Outcomes 4.
  • Illustrate technical proficiency in the production of game assets, utilising appropriate software tools and techniques to create high-quality assets that meet industry standards.
  • Exhibit the ability to create game assets, such as character models, environments, and textures, that effectively convey the desired artistic style, visual fidelity, and thematic coherence.
  • Create game assets that maintain consistency and cohesion within the overall game project, aligning with the established art direction, narrative, and gameplay requirements.
  • Illustrate the ability to collaborate effectively with interdisciplinary team members, incorporating feedback and making necessary adjustments to game assets based on project needs and stakeholder input.
  • Present game assets in a professional portfolio, and showcase skills, creativity, and versatility as asset creators, effectively communicating the quality, range, and relevance of the produced assets.

    Associated Assessment Criteria for Exit Level Outcomes 5.
  • Illustrate a solid understanding of the chosen game engines and development frameworks, including their features, capabilities, and workflows relevant to designing and implementing game mechanics and rules.
  • Effectively apply game mechanics and rules within the chosen game engines, demonstrating their ability to design and implement engaging and functional gameplay systems.
  • Illustrate the ability to integrate various game mechanics and rules seamlessly within the game engine, ensuring they interact cohesively to provide an engaging player experience.
  • Effectively test and debug game mechanics and rules within the game engine, identifying and resolving any issues or inconsistencies to ensure smooth gameplay and a polished end product.
  • Provide clear documentation and communicate the implementation of game mechanics and rules effectively, enabling others to understand and collaborate on the development process.

    Associated Assessment Criteria for Exit Level Outcomes 6.
  • Illustrate proficiency in creating compelling and coherent narratives, effectively using storytelling techniques and structures within the context of game design.
  • Effectively integrate storytelling elements with gameplay mechanics, ensuring a seamless and immersive player experience where the narrative and gameplay complement and enhance each other.
  • Create narratives that engage players and provide opportunities for player agency, allowing players to make meaningful choices and influence the development and outcome of the story.
  • Effectively develop and portray engaging and well-rounded characters within the game's narrative, including their motivations, conflicts, and growth throughout the story.
  • Create narratives that evoke emotions and resonate with players, effectively utilising storytelling devices such as plot twists, dramatic tension, and impactful moments to create memorable and immersive experiences.
  • Effectively communicate and present their original stories, utilising appropriate visual aids, written descriptions, and storytelling techniques to effectively convey the narrative elements and engage the audience.

    Associated Assessment Criteria for Exit Level Outcomes 7.
  • Apply a deep understanding of advanced game design principles, including game mechanics, player interaction, and game progression, to create a compelling and engaging gameplay experience.
  • Integrate a well-crafted and immersive narrative into the computer game, demonstrating effective storytelling techniques, character development, and plot progression that enhances the overall player experience.
  • Develop innovative and well-balanced game mechanics that align with the game's design objectives, providing enjoyable and meaningful gameplay interactions for players.
  • Apply advanced visual design principles, including art direction, graphic design, and use of multimedia elements, to create visually appealing and cohesive game assets that enhance the overall game experience.
  • Conduct comprehensive playtesting and user feedback sessions to evaluate and refine the game's user experience, addressing usability issues, balancing challenges, and optimising player engagement and satisfaction.

    INTEGRATED ASSESSMENT
    The institutional assessment model makes use of formal and non-formal, formative, and summative assessment tasks to assess learners' progress and their achievements on the modules in a qualification. The results of non-formal formative assessment tasks are not recorded formally, but these tasks are applied mainly to provide feedback to the learner and to enhance teaching. The results of formal assessment tasks are recorded towards achievement of success on the module. Modules may make use of a final summative approach, or a continuous assessment approach.

    The Assessment Policy guarantees multiple formal assessment opportunities to allow learners to improve their performance based on feedback from the lecturer. An assessment strategy is drafted for each module by the Module Coordinator, in consultation with the Discipline Leader. The nature of the subject matter informs the combination of assessment tasks and their allotted weightings. The assessment strategy is contained in the assessment guideline document which is made available to learners on the first day of the semester or year. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: United Kingdom
    Institution: Coventry University
    Qualification title: Games Art BA (Hons)
    Duration: Three years

    Entry requirements:
  • A-level BBC
    Or
    GCSE
  • Minimum 5 GCSEs graded 4 / C including English
    Or
    IB Diploma

    Purpose/Rationale
    As a games artist, learners can work in one of the largest and most agile creative industries in the world.
    This qualification provides an opportunity to develop game art skills such as storytelling, narrative, sociology, spatial design, architecture to anatomy, and character/environment design. They will learn about industry practices in a simulated games studio environment, so that, they can gain a solid grounding in visualisation techniques, character, environment, and concept design.

    The qualification aims to develop learners' independent thought, innovation, imagination, critical reflection and confidence in their practice, as well as transferrable skills suitable for employment across the full breadth of the creative industries.

    Course structure
    Modules:
  • Animation
  • Digital Media
  • Games Art
  • Games Design and Development
  • Visual Effect
  • Designing Game Worlds, comparable to System Design
  • Professional Practice in the Games Industry

    Similarities:
  • The Coventry University (CU) and the South African (SA) qualifications share similar purpose and aims.
  • The SA qualification learners will gain an in-depth understanding of the art of performance and storytelling, as well as entertainment and the behavioural design process for computer games.
  • Similarly, the CU qualification provides an opportunity to develop game art skills such as storytelling, narrative, sociology, spatial design, architecture to anatomy, and character/environment design.
  • The SA qualification aim is to provide a specialised development opportunity to those interested in entering the computer game industry via this qualification. This qualification will benefit the creative media design industry.
  • The CU aims to develop learners' independent thought, innovation, imagination, critical reflection and confidence in their practice, as well as transferrable skills suitable for employment across the full breadth of the creative industries.
  • Both qualifications share a similar module, Designing Game Worlds, comparable to System Design.

    Differences.
  • The CU qualification is a Bachelor's degree qualification that takes longer to complete than the SA qualification.

    Country: Australia
    Institution: Academy of Interactive Entertainment (AIE)
    Qualification title: Advanced Diploma Game Design and Production
    Duration: Two years
    Entry requirements:
  • Students need either to have completed Year 12
    Or
  • Achieve an Exit Level 3 score within the Australian Core Skills Framework assessments in reading and numeracy.

    Purpose/Rationale
    The Advanced Diploma is a hands-on game design and production program designed to meet industry needs. Over two years, graduates will develop innovative design skills and strong technical skills. Game Design learners work on a series of game projects with Artists and Programmers to develop their game development and teamwork skills.
    Game designers spend significant amounts of time writing detailed documents specifying game mechanics, environments, playable characters, and the game's nemesis. This detail extends right down to how a particular item might behave, be animated and sound.

    Course structure
    Modules:
  • Introduction to Game Design, comparable to Applied Game Design
  • Design Prototyping
  • Level Design
  • Narrative Design
  • Introduction to Game Programming

    Similarities:
  • Academy of Interactive Entertainment (AIE) and the South African (SA) qualification provide learners with a comprehensive understanding of the computer game design field and offer opportunities to develop the skills and knowledge needed to succeed in the industry.
  • The SA qualification, further, offers in-depth development in both the artistic and technical aspects of computer-generated (CG) gaming, with the goal of assisting each learner in the development of their skills as a well-rounded, specialised computer game design artist within the industry.
  • Similarly, the AIE qualification is a hands-on game design and production program designed to meet industry needs.
  • Both qualifications share a similar module, Introduction to Game Design, comparable to Applied Game Design.

    Differences:
  • The SA qualification is offered over one year, whereas the AIE qualification is offered over two years. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Bachelor of Arts in Applied Arts, NQF Level 7.
  • Bachelor of Arts in Game Design and Production, NQF Level 7.
  • Bachelor of Design, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Arts in Digital Arts, NQF Level 8.
  • Bachelor of Arts Honours in Graphic Design, NQF Level 8.
  • Bachelor of Arts Honours in Design Leadership, NQF Level 8.
  • Postgraduate Diploma in Art and Social Design, NQF Level 8.

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    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.
     
    NONE 


    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.