Simon Grey

Dr Simon Grey

Lecturer

Faculty and Department

  • Faculty of Science and Engineering
  • School of Computer Science

Qualifications

  • BSc (University of Warwick)
  • MSc (University of Hull)
  • PhD / DPhil (University of Hull)

Summary

Simon is the programme director for our Computer Science for Games Programming degree courses.

Simon has been a lecturer in computer science for more than 15 years and specialises in games, graphics and physical simulation. He has taught a wide range of topics at all levels from the foundation stage through to Masters level.

Simon is passionate about games programming and games design, and providing a high quality and engaging learning experience. He is a great advocate of extra-curricular activities such as game jams and coding competitions that serve to enhance student's experience and employability. Simon is also an advocate of playful learning, an active participant of the Playful Learning Association and committee member of the Playful Learning Conference.

Simon also works to create and cultivate strong links with the games industry in the UK and beyond, and coordinates a series of "Rather Useful Seminars" from industry speakers to connect industry to students and to the Computer Science degree courses.

Module leader for

- Programming Portfolio

- Simulation and Artificial Intelligence

- Simulations and Concurrency

Teaches on

- Graphics Programming

Recent outputs

View more outputs

Book Chapter

Increasing Engagement Through Explicit and Implicit Gamification in Higher Education

Gordon, N., & Grey, S. (2022). Increasing Engagement Through Explicit and Implicit Gamification in Higher Education. In O. Bernardes, V. Amorim, & A. Carrizo Moreira (Eds.), Handbook of Research on the Influence and Effectiveness of Gamification in Education (662-681). IGI Global. https://doi.org/10.4018/978-1-6684-4287-6

Increasing engagement through explicit and implicit gamification in higher education

Grey, S., & Gordon, N. A. (2022). Increasing engagement through explicit and implicit gamification in higher education. In O. Bernardes, V. Amorim, & A. Carrizo Moreira (Eds.), Handbook of Research on the Influence and Effectiveness of Gamification in Education (662-681). IGI Global. https://doi.org/10.4018/978-1-6684-4287-6.ch032

Journal Article

Teaching and Assessing at Scale: The Use of Objective Rubrics and Structured Feedback Teaching and Assessing at Scale: The Use of Objective Rubrics and Structured Feedback

Grey, S., & Gordon, N. (2024). Teaching and Assessing at Scale: The Use of Objective Rubrics and Structured Feedback Teaching and Assessing at Scale: The Use of Objective Rubrics and Structured Feedback. New Directions in the Teaching of Physical Sciences, 19(1), 1-9. https://doi.org/10.29311/ndtns.vi19.4103

Motivating Students to Learn How to Write Code Using a Gamified Programming Tutor

Gordon, N. A., & Grey, S. (2023). Motivating Students to Learn How to Write Code Using a Gamified Programming Tutor. Education Sciences, 13(3), Article 230. https://doi.org/10.3390/educsci13030230

Presentation / Conference Contribution

Teaching students using Design-First Test-Driven Development

Dixon, J., Brayshaw, M., Gordon, N., Grey, S., Parker, D., & Tompsett, B. (2022, June). Teaching students using Design-First Test-Driven Development. Presented at INSPIRE XXVII: E-Learning for Sustainabilty and Education Beyond Pandemic, Online

Co-investigator

Project

Funder

Grant

Started

Status

Project

Experiencing human-wildlife conflict management through playful learning

Funder

British Ecological Society

Grant

£3,460.00

Started

1 December 2024

Status

Ongoing

Membership/Fellowship of professional body

Senior Fellow of the Higher Education Academy

2024

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