3D Art and Games Technology: Interactive 3D
3D Art and Games Technology: Interactive 3D
- Study facts
- Prog. CodeP3AI2
- NQF Level5.2
- Credits60
- Valid fromH24
- Version2.2
- Study modeFull-time, Part-time
- Program manager
3D Art and Games Technology: Interactive 3D is an applied higher professional degree education in the field of interactive 3D. The programme provides competence for developing 3D content and real-time rendered interactive solutions. Real-time rendering and interactivity are quickly becoming a central part of the 3D industry. Games technology is not only used by the games industry, it has also been adopted by other industries like visualisation, education, healthcare, engineering and the motion picture industry.
3D Art and Games Technology: Interactive 3D educates candidates within specialised subject areas to develop applications for Virtual Reality (VR), mobile Augmented Reality (AR) and various interactive services and solutions that rely on real-time rendered graphics. Candidates develop content through procedural workflows and explore foundational principles of User Experience (UX), Game Design and programming, in addition to in-depth training in visual scripting, shader networks and Artificial Intelligence (AI) behaviour to create engaging and functional products. As technology and customer demand is constantly evolving; the ability to reflect on design and contribute with a substantial skillset becomes an essential extension of the graduate's creative toolkit.
The digital classroom
All students at Noroff have access to a digital classroom, referred to as the learning platform. Here the student can access relevant academic and practical information about the study programme. The learning platform also contains learning content, activities, delivery deadlines, work requirements and assessments for every course.
Online
Online studies are flexible since students can study from anywhere and at their own pace according to the academic progression and scheduled deadlines. Students access their learning material for each course through the learning platform, and discussion forums are used for communication between fellow students and teachers. Lectures and live-stream sessions are not a part of the delivery model online but may be given as an add-on.
Campus
As part of the campus community, students will have access to on-site teachers, guest lecturers, and other students during their learning journey. Students on campus study in modern working environments and have access to equipment used for practical training.
Vocational education at Noroff can expand career opportunities and lay lifelong learning foundations. Throughout the programme, students will familiarise themselves with key competencies relevant to industry employment.
Career opportunities
After graduation, the candidate may qualify for work within these areas:
- 3D Tech Artist
- Gameplay / Interaction Scripter
- Environment Artist
The Norwegian Qualifications Framework for lifelong learning (NQF) defines the levels of qualifications in the Norwegian educational system. These levels describe what a learner knows, understands, and can do as a result of a learning process. Categories in NQF are defined as:
Knowledge: Understanding theories, facts, principles, procedures in the discipline, subject area and/or occupation.
Skills: Ability to utilise knowledge to solve problems or tasks (cognitive, practical, creative and communication skills).
General Competence: Ability to independently utilise knowledge and skills in different situations.
After graduation from this programme, students have acquired the following learning outcomes:
The Candidate…
- has knowledge of methods, processes and tools that are used in VR/AR development
- has knowledge of non-destructive workflows, tools and processes that are used for creating and editing procedural content and animations
- can assess his/her own work and workflow in relation to visual problem solving, design, complexity and target platform
- is familiar with the 3D industry and the different disciplines in the field
- has insight into his/her own opportunities for development in the discipline and is familiar with teamwork in a larger production pipeline
- has knowledge of workflows, tools and processes for design, prototyping and production techniques that are used in interactive 3D
- can assess his/her own work in relation to performance considerations and the development of optimised interactive 3D productions
- has insight into his/her own opportunities for development in the field of interactive 3D
The Candidate…
- can explain his/her ideas, concepts and main processes related to teamwork in a production pipeline
- can explain his/her ideas, concepts and main processes related to VR/AR development
- can reflect over his/her own development related to procedural animations and content
- can find and refer to information and material related to project work, development and assess its relevance to a specific project
- can explain his/her choice of design and workflow for developing interactive solutions according to specification
- can reflect over his/her own interactive 3D prototypes and applications and adjust it under supervision
- can find and refer to information and material and assess its relevance to interactive solutions
The Candidate…
- can plan and carry out procedural animation and simulations in accordance with relevant principles and quality requirements
- can plan and carry out the development of interactive 3D solutions, alone or as part of a group, in accordance with ethical requirements and guidelines for user experience design
- can exchange points of view with his/her peers and participate in discussions about best practices within interactive 3D development
- can contribute to organisational development with collaboration and team focus to develop engaging interactive experiences
| Course Code | Course name | Semester | Weeks | Hours | Credits |
|---|---|---|---|---|---|
| FM2ABIK05 | Industry Knowledge | 3 | 3 | 126 | 5 |
| FM2ABXR75 | Extended Reality | 3 | 3 | 126 | 7.5 |
| FM2ABPC75 | Procedural Asset Creation | 3 | 5 | 210 | 7.5 |
| FM2ABI175 | Interactive 3D 1 | 3 | 6 | 252 | 7.5 |
| FM2ABI275 | Interactive 3D 2 | 4 | 6 | 252 | 7.5 |
| FM2ABPA75 | Procedural Animation | 4 | 4 | 168 | 7.5 |
| FM2ABP215 | Project Exam | 4 | 10 | 420 | 15 |
| FM2ABPO25 | Portfolio | 4 | 1 | 42 | 2.5 |
| Total | 38 | 1596 | 60 | ||
Noroff offers an engaging and student-active learning experience that prepares candidates for professional working life through unique and industry-relevant teaching and learning activities governed by the current learning outcomes. Teaching and learning engage students in the learning process by promoting a holistic understanding of the different issues and challenges relevant to the subject areas. By fostering critical thinking, creativity, collaboration, and communication, students will develop lifelong learning skills.
Activities can vary for campus and online delivery and are composed of theoretical and practical approaches, providing students with the best possible outcome for each course. Noroff distinguishes between teacher and student-led activities. Both are equally important and tailored to each course’s educational approach. Teaching and Learning activities used in the courses are outlined in the course descriptions.
For all online studies, English is the primary language for teaching. English can also be used as the teaching language on some campuses.
Assessment impacts the student’s learning significantly and concludes if the student has achieved the intended learning outcome and, if so, at what level. Assessments include summative and formative methods depending on the content of the learning outcome of each course.
A course usually consists of one or more work requirements. The most common is compulsory course assignments that assess the acquired competencies outlined in the course learning outcomes. Course assignments are assessed as Passed/Failed or graded from A to F, after which verbal or written feedback is provided. Tests can also evaluate students’ achievements and are usually used in combination with compulsory assignments.
Online studies may also require students to deliver one or more compulsory module assignments during a course. This is to follow up and support the online students’ learning path. Module assignments can be used as learning activities for campus students.
Work requirements and assessment methods for each course are described in the course descriptions.
Information about equipment requirements is available on our webpage (Link to webpage for the programme)
Online students are required to purchase and maintain their equipment.
There are three ways to meet the admission criteria and be enrolled as a student:
- By upper secondary education (videregående skole)
- Higher education entrance qualification from Norway or abroad
- By Norwegian vocational upper secondary education
- Documented relevant vocational qualifications diploma (yrkeskompetanse)
- Documented relevant craft certificate (fag og svennebrev)
- Prior learning and work experience
More information about admission requirements is available on our webpage under Admission Requirements.