Game Development is focused on providing graduates with the skill sets needed to pursue careers in video game development. A foundational pillar of this program is to solve creative and technical challenges in a collaborative team-based environment, allowing students to build a relevant portfolio of work showcasing their skills. To learn about games, we make games!
Work Integrated Learning
Students will participate in a 12 week Work Integrated Learning term in their field of study. Co-operative education integrates classroom theory with related on-the-job-training by alternating terms of academic study and employment. It allows the student to gain valuable industry experience, make industry contacts, and attain a competitive advantage for job search upon graduation. The student will also gain practical knowledge about the workplace environment, including expectations, behaviours and ethics required to be successful.
For information on the program contact Chris Brower at cbrower@rrc.ca.
Graduate Profile
The Game Development advanced diploma graduate will learn to:
1. Create, edit and present game productions as part of a team while cultivating respectful and productive working relationships
2. Research, interpret and apply information to enhance project outcomes
3. Tell stories and create game projects
4. Create and edit game-ready assets
5. Create documents to meet game development objectives
6. Think critically, self-manage and learn independently
7. Manage projects by interacting with stakeholders while respecting timelines, workflow and production schedules
8. Demonstrate industry-ready skills in the chosen specialization streams of Game Art or Game Programming
9. Showcase abilities through professional portfolios, presentations, projects and work experience
DOCUMENT SUBMISSION
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If you do not have a Future Student Account or require assistance, please contact our Student Service Centre at 204-632-2327.
Internationally Educated Applicants - visit www.rrc.ca/credentials for credential assessment information.
| English Language Assessment | Minimum Scores for Certificates, Diplomas and Advanced Diplomas, and Post Graduate Certificates, Post-graduate Diplomas | Minimum Scores for Bachelor Degrees and Creative Communication (excluding Nursing) | Minimum Scores for Applicable Health Related Programs*** |
|---|---|---|---|
| CAEL Online or In-Person | Overall band score of 60 | Overall band score of 70 and Writing of 60 | Overall band score of 70 and Writing of 60†† |
| IELTS Academic Level | Overall 6.0 and No band below 5.5 | Overall 6.5 and No band below 6.0 | Overall 7.0 and No band below 6.5 |
| Password Skills | Overall 6.0 and No band below 5.5 | Overall 6.5 and No band below 6.0 | Overall 7.0 and No band below 6.5†† |
| LINC Certificate | 7 | 8 | Successful completion of Communication for Health Care Professions†† |
| Duolingo Language Test† | 115 and above+ with a min. of 95 in each section | 125 and above with a min. of 100 in each section | N/A†† |
| New English for Academic and Professional Purposes | Successful completion of the program 5 (min 70%) | Successful completion of the program 5 (min 70%) | N/A†† |
| PTE | 54 overall Min 50 in each skill |
60 overall Min 55 in each skill band |
N/A†† |
| TOEFL-ibt Academic Level | 80 (20L, 20S, 19R, 21W) |
90 (22L, 22S, 22R, 24W) |
98 (24L, 23S, 24R, 27W) |
| Academic English Program for University and College Entrance Program (AEPUCE) | Successful Completion | Successful Completion | N/A†† |
| CELBAN | N/A | N/A | 8, 8, 8, 7†† |
†The Duolingo Language Test will no longer be an approved English proficiency test for applications to the Bachelor of Nursing and Allied Health Programs
††These English Language Assessments will not be accepted by Medical Laboratory Sciences
***Applicable Health Related Programs:
| Location | Start Date | Apply Link |
|---|---|---|
| Manitou a bi Bii daziigae | Aug 25, 2025 | Apply Now |
Students may apply for financial assistance through the Manitoba Student Aid program. For general information on applying please call 204-945-6321 or 1-800-204-1685, or visit their website at www.manitobastudentaid.ca, which also includes an online application. For detailed information, please visit one of the RRC Polytech Student Service Centres or call 204-632-2327. Applicants requiring financial assistance should complete their student loan applications well in advance of the class start date.
This is the first of four Development and Narrative Design courses and is a shared course for both game artists and programmers. Development and Narrative Design 1 explores the foundational concepts of the game design process. Evaluating a game, and all its components, allows game developers to determine areas of strength, weakness, and opportunities for user experience improvement. Students will learn to create a variety of engaging gameplay scenarios with the aim of creating a balanced and rewarding gaming experience.
This is the second of four Development and Narrative Design courses and is a shared course for both game artists and programmers. This course explores the core concepts of the game design process. Evaluating a game, and all its components, allows game developers to determine areas of strength, weakness, and opportunities for improvement or new game elements. In this course students will learn to create concept art, mood boards, environmental designs, and concept art.
This is the third of four Development and Narrative Design courses and is a shared course for both game artists and programmers. Development and Narrative Design 3 explores the core concepts of the game design process. Evaluating a game, and all its components, allows game developers to determine areas of strength, weakness, and opportunities for improvement or new game elements. Students will explore topics such as designing for accessibility, gameplay conventions and genres, and the roles of AI and camera placement in game design.
This is the fourth and final Development and Narrative Design course and is a shared course for both game artists and programmers. Development and Narrative Design 4 explores the core concepts of the game design process. Evaluating a game, and all its components, allows game developers to determine areas of strength, weakness, and opportunities for improvement or new game elements. Students will explore the process of taking a game idea from pitch to promotion.
(No description available at this time)
This is the first of four courses that concentrate on developing texturing, material authoring and object lighting techniques as used in real-time game engines. Students will be introduced to the creative and technical aspects of analyzing and authoring the surface properties of game assets. Students will explore workflows for basic material creation and lighting techniques. The connections between digital content creation (DCC) packages and game engines will be explored. This course provides the base for Visual Artistry 2.
This is the first of four Game Studio courses and is a shared course for both game artists and programmers. Game Studio 1 is an introduction to the Unreal game engine. Students will develop strategies and workflows to create basic production workflows in a game engine. Working in teams, students learn to create small experimental gameplay prototypes. Students will also learn foundational Visual scripting techniques along with team-based version control workflows.
This is the second course of four which builds upon the knowledge covered in Game Content Creation 1. Students will continue to explore the creative and technical aspects of asset creation as used in the Games industry. Students will design and analyze workflows for procedural modelling as well as gain experience with modelling various modeling software. The connections between digital content creation (DCC) packages and game engines will be explored. Students will design, create and manage assets in a real-time game engine. This course provides the base for Game Content Creation 3.
This is the second of four Visual artistry courses. Visual Artistry 2 continues to build upon the foundational concepts previously covered. A focus on procedural material and texture creation will be covered. Students will explore the creation of photorealistic and stylized approaches to material and texture authoring. The links between lighting and material authoring will be explored. The use of various digital content creation (DCC) packages and game engines will be examined. This course provides the prerequisite knowledge for Visual Artistry 3.
This is the second of four Game Studio courses and is a shared course for both game artists and programmers. Game Studio 2 focuses on analyzing and designing games. Working in teams, students leverage skills, assets, and software applications to create small experimental gameplay prototypes. Foundational skills in game design workflow, automation, implementation, testing and debugging will be covered.
This is the third course of four which builds upon the knowledge covered in Game Content Creation 2. Students will focus on the creative and technical aspects of asset creation. Students will design and analyze advanced workflows for procedural modelling as well as gain experience with various modeling software. The connections between digital content creation (DCC) packages and game engines will be explored. Students will design, create and manage assets in a real-time game engine. This course provides the base for Game Content Creation 4.
This is the third of four Game Studio courses and is a shared course for both game artists and programmers. Game Studio 3 focuses on analyzing and designing solutions for creating games. Working in teams, students leverage skills, assets, and software applications to create experimental gameplay prototypes. Skills in game design workflow, automation, implementation, testing and debugging will be reinforced.
This is the final course of four which builds upon the knowledge covered in Game Content Creation 3. Students will focus on the advanced creative and technical aspects of asset creation. The connections between digital content creation (DCC) packages and game engines will be further explored. Students will be able to design, create, optimize and manage assets in a real-time game engine. This process will expose students to numerous cutting-edge game development technologies, while providing them with practice at being self-directed learners.
(No description available at this time)
This is the first of four Game Business management courses and is a shared course for both game artists and programmers. This course provides an overview of the Game Industry development process, with a focus on the principles of Project Management. Students will develop their own game industry project ideas. Students will also learn foundational skills relating to budgets, funding models, design documentation, and Agile management principles.
This is the second of four Game Business Management courses and is a shared course for both game artists and programmers. In this course students will analyze the Game Industry development process, with a focus on the principles of project development and management. Students will develop their own game industry project ideas and plans. Students will continue to develop skills relating to budgets, funding models, design documentation, and Agile management principals.
This is the third of four Game Business Management courses and is a shared course for both game artists and programmers. In this course students will analyze the Game Industry development process, with a focus on the principles of project development and management. Students will develop their own game industry project ideas and plans. Students will continue to develop skills relating to budgets, funding models, design documentation, and Agile management principals.
This is the fourth and final Game Business Management course and is a shared course for both game artists and programmers. Game Business Management provides students with a grounding in the three key areas of business associated with game development. The course focuses on legal considerations, funding, economics and the marketing of game projects.
This course reinforces skills in motion and animation developed by students in Motion & Animation 1. Students will continue to create animated assets using 3D software. There will be a focus on animating game characters and dialogue as well as creating rigs for characters. The depiction of emotional and physical forces using the principles of animation are examined and applied. In addition to creating and editing motion capture data, students will learn how to automate repetitive animation tasks. This course provides the base for Motion & Animation 3.
This is the third course of four which builds upon the knowledge covered in Motion and Animation 2. Students will focus on the creative and technical aspects of animating assets in a game engine. Students will analyze advanced workflows for managing and editing animation data inside a game engine. The connections between digital content creation (DCC) packages and game engines will also be covered. This course provides the base for Motion and Animation 4.
Recognition of Prior Learning (RPL) is a process which documents and compares an individual's prior learning gained from prior education, work and life experiences and personal study to the learning outcomes in College courses/programs. For more information, please visit www.rrc.ca/rpl.
1. Three to five examples of your strongest artwork, such as:
• 3D models• 3D or 2D animation• Digital or traditional sculpts• Figure drawing• Character design• Still life drawings or paintings• Storyboards• Graphic design work• Motion graphics• Photography
2. A resumé and cover letter stating your educational background, work experience, art training, and any computer software and/or programming experience that you have had. You can also list hobbies and interests, and volunteer work. No references are needed.