3D Digital Game Art – International Skill Insights

Section one - Moving from Competence to Excellence

Summary

The 3D Digital Game Art WorldSkills Occupational Standard focuses on two key areas: 3D Modelling & Sculpting (25%) and Texturing (18%).

In modelling, competence includes even triangle distribution, clean edge flow, and recognisable forms without textures. Basic sculpting is present. Excellence involves optimised triangle usage, detailed sculpting where appropriate, 360-degree clarity, and models that strongly reflect the intended art style.

In texturing, competence means appropriate base colours, minimal visible seams, use of normal maps, and some indication of wear or backstory. Excellence includes multiple materials, expert use of Substance Suite, seamless texture blending, detailed finishes (e.g. dirt, damage), and the use of opacity maps for realism or stylisation.

Section two - International Benchmarking

Summary

At the WorldSkills Australia Global Skills Challenge 2024, the UK and China were the top-performing nations. The UK competitor excelled by using familiarisation time effectively, maintaining a fast and structured workflow, and consistently checking and correcting work to meet marking criteria—benefits of focused training on speed and pace. A UK-based studio’s involvement also provided an edge, offering up-to-date industry techniques and coaching.

China demonstrated a similar pace-focused approach, with minor technical errors identified and corrected through repeated pressure testing. Chinese competitors benefit from full-time, multi-year specialist training, with a large pipeline of talent and scenario-based problem-solving exercises. Their model separates training from competition support, unlike the UK, where the training manager supports the competitor throughout.

International excellence in this still-developing skill is defined by strength in core technical areas like modelling, sculpting, and texturing, rather than broader workflows. Current trends include use of the Adobe Substance Suite, workflow optimisation, and integration with Unreal or Unity game engines.

Section three - UK Insights

Summary

In the UK, standards in 3D Digital Game Art vary, but a number of leading colleges with strong infrastructure and industry-experienced educators are setting a high benchmark. National competitions have highlighted key strengths among UK students, particularly in concept art, 3D modelling, unwrapping, and texturing. However, there are areas that require further development, including workflow practices aligned with industry standards, effective unwrapping techniques, animation, and game engine integration. To better prepare students for national competitions and employment, educators are encouraged to focus on teaching the tools rather than final assets, enabling learners to build a solid and adaptable workflow. A scaffolded approach—starting with simpler projects and gradually increasing complexity—helps students build confidence and technical skill. Prioritising hard surface modelling in the early stages and encouraging regular practice with smaller props can help avoid the overwhelm of large scenes. Educators should also make use of past competition briefs to shape their teaching and, where possible, introduce students to professional tools used in industry, even if this comes at the expense of polished final outputs. Finally, creating opportunities for collaboration and knowledge sharing through events, masterclasses, or symposiums with competition educators and industry experts would further support professional development and strengthen teaching practice across the sector.