本系前身為2002年『資訊工程系』，歷經十年的時代變遷、行動平台的崛起和招生來源的質變原因之下，於2012年為『多媒體與遊戲發展科學系』，在設備、師資的投入之下已經將發展方向調整為符合時代潮流及學生技能可於就學期間完全體現的新興科系。加上2017年7月政府確認電子競技為運動項目後，本系在學生畢業後可從事的工作也旋即增加了許多與電競產業相關的職缺選擇。2020年8月因應校內科系整合，與資訊管理系合併為『多媒體與遊戲科學系』。

在教學品保上，教學熱忱是本系老師的共通點，課前規劃、準備，課中加強、輔導，課後檢討改進；樂於分享自己資源以利學生成長，善用社區與產業資源，輔助學生學習效果，以達每位學生每年均校外教學參訪一次以上，以便學生能抓住產業脈動，追隨產業趨勢，跟上產業技術潮流，以期縮短產學落差。

經濟部「數位內容2013~2015年重點產業人才供需調查報告」指出，目前數位內容產業發展現況與趨勢的調查發現，因應新媒體、新平台的快速發展打破廠商原有獲利及商業模式，數位內容的呈現延伸至smart phone、Pad、smart TV多平台的呈現方式，廠商需要更多App程式開發、跨領域整合企劃、數位行銷及創新營運管理人才（製作人、專案經理、高階管理等）。由整體數位內容產業架構與數位內容產業範疇中更可以發現，依據產業的發展與特性，數位內容產業又可分為核心產業與關連產業，所謂核心產業乃是關鍵的內容產業（含產品與服務），包含數位遊戲、電腦動畫、數位影音、數位學習、數位出版與典藏五大領域；關聯產業則包含行動應用服務、內容軟體以及網路服務，這些產業與數位內容關係密切，其相關的服務／產品更是內容業者未來商機所繫。本系學生畢業後可擔任

多媒體動畫設計師、遊戲企劃或總監、遊戲美術設計師、遊戲程式設計師、網站設計工程師、影像特效設計工程師、電競比賽企劃人員、電競比賽選手、遊戲測試工程師、網路直播技術工程師、3D高階動畫師、廣告多媒體設計等工作。 

The department was formerly known as the "Department of Information Engineering" in 2002. After ten years of changes in the times, the rise of mobile platforms, and the qualitative changes in the source of enrollment, it became the "Department of Multimedia and Game Development Science" in 2012. It has invested in equipment and faculty. The development direction has been adjusted to a new department that conforms to the trend of the times and that students’ skills can be fully reflected during their schooling. In addition, after the government confirmed that e-sports is a sport on July 2017, the jobs that students can engage in after graduation have also added many job vacancies related to the e-sports industry. In August 2020, in response to the integration of the internal department of the school, it merged with the Department of Information Management into the "Multimedia and Game Science Department".

In teaching quality assurance, teaching enthusiasm is the common point of the teachers in this department. Planning and preparation before class, strengthening and guidance during class, review and improvement after class; willing to share their own resources for the growth of students, make good use of community and industrial resources, and assist The effect of student learning is to achieve more than one out-of-school teaching visit per student per year, so that students can seize the industry pulse, follow industry trends, keep up with the trend of industry technology, and reduce the gap between industry and academia.

The Ministry of Economic Affairs’ "2013-2015 Key Industry Talent Supply and Demand Survey Report" pointed out that the current status and trends of the digital content industry’s survey found that in response to the rapid development of new media and new platforms, manufacturers’ original profitability and business models were broken. The presentation of content extends to smart phone, Pad, and smart TV multi-platform presentation methods. Manufacturers need more App program development, cross-field integration planning, digital marketing and innovative operation management talents (producers, project managers, high-level management, etc.). From the overall structure of the digital content industry and the scope of the digital content industry, it can be found that according to the development and characteristics of the industry, the digital content industry can be divided into core industries and related industries. The so-called core industries are the key content industries (including products and services). ), including five major fields: digital games, computer animation, digital audio and video, digital learning, digital publishing and collection; related industries include mobile application services, content software, and network services. These industries are closely related to digital content, and their related services/ The product is the future business opportunity of the content industry. Students of this department can serve as

Multimedia animation designers, game planners or directors, game art designers, game programmers, website design engineers, video special effects design engineers, e-sports competition planners, e-sports competition players, game test engineers, webcast technical engineers, 3D high-level animator, advertising multimedia design, etc.