Virtual Environments (11687.2)
Please note these are the 2025 details for this unit
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | On-Campus |
South Bank, QLD Bruce, Canberra |
| 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) |
In this unit, learners will review and analyse a diverse range of computer generated 3D virtual environments for applications such as 3D games, films, simulations, medical imaging and architectural visualisation. In addition to learning and evaluating the techniques used in creating these environments, students will also be exposed to new ways of experiencing and interacting with these virtual spaces including virtual reality headsets, motion controllers and haptic feedback devices.
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.
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.
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
3. UC graduates are lifelong learners - evaluate and adopt new technology
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. UC graduates are professional - employ up-to-date and relevant knowledge and skills1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
3. UC graduates are lifelong learners - evaluate and adopt new technology
Prerequisites
None.Corequisites
None.Incompatible units
None.Equivalent units
9755 Virtual EnvironmentsAssumed knowledge
None.
Availability for enrolment in 2025 is subject to change and may not be confirmed until closer to the teaching start date.
| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2024 | South Bank, QLD | Semester 2 | 29 July 2024 | On-Campus | Mr Enrique Klein |
| 2024 | Bruce, Canberra | Semester 2 | 29 July 2024 | On-Campus | Dr Joel Bennett |
| 2025 | Bruce, Canberra | Semester 2 | 28 July 2025 | On-Campus | Dr Joel Bennett |
| 2025 | South Bank, QLD | Semester 2 | 28 July 2025 | On-Campus | Mr Enrique Klein |
The information provided should be used as a guide only. Timetables may not be finalised until week 2 of the teaching period and are subject to change. Search for the unit
timetable.
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.
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
