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S. Cunningham, and RI. L. Smith, "Interdisciplinary Experiences of Teaching Audio for Games," Paper 3, (2015 August.). doi: S. Cunningham, and RI. L. Smith, "Interdisciplinary Experiences of Teaching Audio for Games," Paper 3, (2015 August.). doi:
Abstract: In this work, we describe the experiences, challenges and outcomes from the delivery of a module entitled Audio Technology for Games, delivered at a UK university. The module is at level 5 of the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ) and has been integrated within a BSc (Hons) Computer Game Development degree programme since 2008. As such, the module is taught to students with little to no experience of audio engineering and requires them to rapidly develop a range of technical audio skills, workflows and processes that are then to be integrated within a game and software environment. In this paper, we provide a reflective and critical discussion of the syllabus and teaching processes adopted during the module, which includes analysis of student performance and perception of the module. Crucially, we demonstrate the module is effective at having the desired impact of equipping non-audio students with the required skills and understanding so that they recognise processes, tools and techniques and understand roles of audio engineers, sound designers and musical directors in the games industry.

@article{cunningham2015interdisciplinary,
author={cunningham, stuart and smith, richard j. l},
journal={journal of the audio engineering society},
title={interdisciplinary experiences of teaching audio for games},
year={2015},
volume={},
number={},
pages={},
doi={},
month={august},} @article{cunningham2015interdisciplinary,
author={cunningham, stuart and smith, richard j. l},
journal={journal of the audio engineering society},
title={interdisciplinary experiences of teaching audio for games},
year={2015},
volume={},
number={},
pages={},
doi={},
month={august},
abstract={in this work, we describe the experiences, challenges and outcomes from the delivery of a module entitled audio technology for games, delivered at a uk university. the module is at level 5 of the framework for higher education qualifications in england, wales and northern ireland (fheq) and has been integrated within a bsc (hons) computer game development degree programme since 2008. as such, the module is taught to students with little to no experience of audio engineering and requires them to rapidly develop a range of technical audio skills, workflows and processes that are then to be integrated within a game and software environment. in this paper, we provide a reflective and critical discussion of the syllabus and teaching processes adopted during the module, which includes analysis of student performance and perception of the module. crucially, we demonstrate the module is effective at having the desired impact of equipping non-audio students with the required skills and understanding so that they recognise processes, tools and techniques and understand roles of audio engineers, sound designers and musical directors in the games industry.},}

TY - paper
TI - Interdisciplinary Experiences of Teaching Audio for Games
SP - EP -
AU - Cunningham, Stuart
AU - Smith, Richard J. L
PY - 2015
JO - Journal of the Audio Engineering Society
IS -
VO -
VL -
Y1 - August 2015 TY - paper
TI - Interdisciplinary Experiences of Teaching Audio for Games
SP - EP -
AU - Cunningham, Stuart
AU - Smith, Richard J. L
PY - 2015
JO - Journal of the Audio Engineering Society
IS -
VO -
VL -
Y1 - August 2015
AB - In this work, we describe the experiences, challenges and outcomes from the delivery of a module entitled Audio Technology for Games, delivered at a UK university. The module is at level 5 of the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ) and has been integrated within a BSc (Hons) Computer Game Development degree programme since 2008. As such, the module is taught to students with little to no experience of audio engineering and requires them to rapidly develop a range of technical audio skills, workflows and processes that are then to be integrated within a game and software environment. In this paper, we provide a reflective and critical discussion of the syllabus and teaching processes adopted during the module, which includes analysis of student performance and perception of the module. Crucially, we demonstrate the module is effective at having the desired impact of equipping non-audio students with the required skills and understanding so that they recognise processes, tools and techniques and understand roles of audio engineers, sound designers and musical directors in the games industry.