TIGA Level 6 Benchmarks[1]
TIGA is committed to maintaining educational standards in courses leading to game development focussed qualifications. That these courses prepare graduates for possible careers in the games and related industries is at the core of TIGA’s educational initiatives. In addition to offering advice on course content and delivery, TIGA also runs an Accreditation Scheme for awarding courses that meet the highest educational standards and have a track record of producing industry-ready graduates. These Benchmark Statements are an additional way for both established courses and new courses to determine what skills and knowledge their students might be expected to have by the end of their courses. The benchmarks are intended to be used to inform the review, development and delivery of courses. They may also be used in the production of specific programme learning outcomes. As an industry body a primary aim of TIGA is that graduates have skills that enable them to apply for jobs in the games and related industries. Consequently, these benchmarks are specifically aimed at capturing the industrial dimension of courses that focus on game development. They are based on findings from TIGA Accreditation events and also with both industry and academic input. The benchmarks are divided into the following sections.
Section 1 applies to all courses that focus on game development.
Section 2 applies to courses with a significant focus on game programming.
Section 3 applies to courses with a significant focus on game art.
Section 4 applies to courses with a significant focus on game design.
Section 5 applies to courses with a significant focus on game audio.
Section 6 applies to courses with a significant focus on game animation.
Game development
1 Graduates who have successfully completed courses focused on the industrial practice of game development are expected to meet the criteria below.
1.1 Solve complex problems both individually and in groups that require a deep knowledge of game development practice.
1.2 Work effectively in multidisciplinary teams to create significant game artefacts in an industry-like setting using industry-like development pipelines and processes.
1.3 Work and network closely with industry to ensure skills are up to date, at an appropriate level and of sufficient scope.
1.4 Critically evaluate the commercial context and implications of decisions made during the development of a game from initial design through to release.
1.5 Develop an individual, reflective, professional approach to game development practice.
Game programming
2 Graduates who have successfully completed courses focused on the industrial practice of programming for game development are expected to meet the criteria below.
2.1 Demonstrate game programming skills by individually developing programming solutions to significant problems, with an emphasis on working towards finished, potentially shippable artefacts.
2.2 Have the ability to program and debug a range of existing game technologies and the confidence to work with new technologies and platforms as they appear.
2.3 Apply a practical understanding of software engineering to programming languages (in particular C++) appropriate for game development.
2.4 Experienced in using version control tools to work collaboratively on shared codebases.
2.5 Understand the fundamental graphical and mathematical principles that underpin the operation of real-time graphics in two and three-dimensions.
Game art
3 Graduates who have successfully completed courses focused on the industrial practice of art for game development are expected to meet the criteria below.
3.1 Demonstrate practical 2D game art skills that combine a traditional approach with a comprehensive understanding of the opportunities afforded by using modern technologies.
3.2 Demonstrate 3D game art skills that use current technologies to create work that meets, industry standards.
3.3 Apply a range of appropriate game industry relevant technical solutions to meet particular art requirements for a game development project running in real-time.
3.4 A historical and cultural awareness of art, film and design principles, artistic movements, and art fundamentals, such as colour, composition, form, etc. and a critical awareness of how it can be appropriately applied to games.
Game design
4 Graduates who have successfully completed courses focused on the industrial practice of design for game development are expected to meet the criteria below.
4.1 An ability to set current games and gameplay ideas in the context of the history of computer and video games in order to inform game design choices.
4.2 Create game prototypes and design documentation, that can be used by stakeholders to guide the development of an original game which meets technological and commercial constraints.
4.3 Synthesise a range of game design ideas and requirements into a coherent vision while managing and incorporating input from other stakeholders as appropriate.
Game audio
5 Graduates who have successfully completed courses focused on the industrial practice of audio for game development are expected to meet the criteria below.
5.1 Demonstrate experience in field / voice recording, foley, editing, the use of digital signal processing (DSP), and manipulation of recorded content for use in game development.
5.2 The practical application of audio in game engines in tandem with interactive triggers, immersive and spatial audio, dialogue, and foley.
5.3 Understanding of composition and music theory to creatively aid the tone, character, and narrative experience of interactive game content.
Game animation
6 Graduates who have successfully completed courses focused on the industrial practice of animation for game development are expected to meet the criteria below.
6.1 Fundamental principles of animation and movement such as timing, arcs, follow through, overlapping action, etc.
6.2 A solid understanding of keyframes, graphs, Bézier curves/handles, interpolation modes, hierarchy, forward and inverse kinematics (FK/IK), Euler and quaternion rotations, coordinate systems, channels and layers.
6.3 Optimisation of animation curves, including motion-capture data, and the use of non-linear editors, drivers, and deformers.
6.4 An understanding of the physiology of movement for human and animal anatomy. Analysis and use of video, image and audio reference is desirable.
6.5 Experience using in-engine animation networks to blend animated cycles for interactive real-time playback. Technical animation, visual effects (VFX), rigging/scripting, simulation, and procedural animation are also covered here.
The TIGA Level 6 benchmarks were drafted by Mark Wickham, TIGA Education Adviser, Associate Professor and Programme Director for Games, Animation, VFX and Creative Computing Courses. Additional input was provided by Jacob Habgood, TIGA Education Adviser and Director of Educational Partnerships, Sumo Digital. The benchmarks were approved by the TIGA Games Education Committee in April 2024.
TIGA Level 3 Benchmarks
TIGA is committed to promoting good educational standards in courses leading to game development focussed qualifications. That these courses prepare students for possible careers in the games and related industries is at the core of TIGA’s educational initiatives. In addition to offering advice on course content and delivery, TIGA also runs an Accreditation Scheme for awarding courses that meet the highest educational standards and have a track record of producing industry ready students.
These Benchmark Statements are an additional way for both established courses and new courses to determine what skills and knowledge their students might be expected to have by the end of their courses at level 3.
These benchmarks are intended to be used to inform the review, development and delivery of courses. They may also be used in the production of specific programme learning outcomes. As an industry body a primary aim of TIGA is that students have skills that enable them to apply for jobs in the games and related industries. Consequently these benchmarks are specifically aimed at capturing the industrial dimension of courses that focus on game development. They are based on findings from TIGA Accreditation events and also with both industry and academic input. The benchmarks are divided into five sections.
- Section 1 applies to all courses that focus on game development.
- Section 2 applies to courses with a significant focus on game programming.
- Section 3 applies to courses with a significant focus on game art.
- Section 4 applies to courses with a significant focus on game design.
- Section 5 applies to courses with a significant focus on game production.
1 Students who have successfully completed level 3 courses focused on the industrial practice of game development are expected to meet the criteria below.
1.1 Demonstrate the ability to undertake complex problem solving by selecting appropriate tools and techniques to meet the challenges presented.
1.2 Demonstrate multidisciplinary team working to meet a given objective within a controlled timeframe.
1.3 Engage with networking events relevant to the games development sector and understand current trends within the sector.
1.4 Be aware of key commercial context within software and/or games development in general.
1.5 Demonstrate reflective creative practice and an effective approach to self development.
2 Students who have successfully completed level 3 courses focused on the industrial practice of programming for game development are expected to meet the criteria below.
2.1 Demonstrate game programming skills by developing software solutions to meet specific objectives individually.
2.2 Be able to develop game artefacts using a range of middleware / platforms / technology.
2.3 Demonstrate the use of C++ and/or C# within a games application.
3 Students who have successfully completed level 3 courses focused on the industrial practice of art for game development are expected to meet the criteria below.
3.1 Demonstrate core 2D art skills applicable to games development.
3.2 Demonstrate core 3D art skills applicable to games development.
3.3 Demonstrate the ability to implement 2D and/or 3D art assets into an industry applicable real time environment.
4 Students who have successfully completed level 3 courses focused on the industrial practice of design for game development are expected to meet the criteria below.
4.1 Be able to identify core game genres and mechanics and situate them in a historical context.
4.2 Demonstrate an understanding of games design theory via effective games design documentation.
4.3 Demonstrate an understanding of feasibility within a games production environment.
5 Students who have successfully completed level 3 courses focused on the industrial practice of production for game development are expected to meet the criteria below
5.1 Experience of leading and managing a small team within a level 3 context.
5.2 Awareness of production methodologies applicable to software and/or games development.
5.3 A broad understanding of the skill sets required for other roles within a development team and how these fit into a typical production lifecycle.
The TIGA Level 3 benchmarks were written by Anna Limpens, Academic Lead / Principal Lecturer, Course Leader – BSc Computer Games Production and Ted Turnbull, Senior Lecturer, University of Portsmouth, on behalf of TIGA. They were approved by the TIGA Games Education Committee in April 2024.
[1] Level 4 is first year undergraduate, level 5 is second year and level 6 is final year.
