**3.3 Concept for the didactical structural template for the PAGEL project**

To be able to use the QBLM and DST software infrastructure inside an actual course at FUH for the PAGEL project, first of all, a DST has to be conceptionally created. Therefore, the course and game flow described in [10] will be used as a basis.

Currently, the course "Industrial and Organizational Psychology" consists of three study books, which give the learners an overview of the theoretical background of industrial and organizational psychology. In addition, an AG should be developed to provide the learners with hands-on experience and action knowledge in the subdomain work task design, as described previously and in [10]. In the AG, the learners should experience the psychological effects of work task design for themselves. To check the learned factual and action CQs afterward, it should be possible that the game results are explained and analyzed using the previously acquired theoretical knowledge. In the end, the learners should receive a detailed overview of their results, including a review [10].

AS described previously, a DST has a hierarchical structure with different hierarchy types. At the top level of the hierarchy for a DST is the DST name. In the given case, this should be the name of the project PAGEL for easier identification. On the

level below is the play level. A play element represents a learning process. When one play element is finished, the next one starts. In the PAGEL project, three learning processes could be identified. These would be the preparation, the play, and the course completion. Finally, each play element has the respective act elements on the level below. An act describes activities or activity structures that can run parallel in a play. An activity element is a core element of the learning design. Activity structure elements can be used to combine several activities.

For the PAGEL project and the identified play elements, the structure of the DST results is shown below.

The preparation includes only the theoretical background. This was thought of as an act element because this element and its activities must be completed before the play and evaluation can take place. The activities here are the three study booklets, which the learners can work on in any order.

The play element contains the "work task simulation." In the PLC, it should be possible for the player to carry out various activities in parallel with so-called tools [10]. The tools are each represented as a separate activity.

After the play element preparation and game are completed, the play element course completion can start. The course completion is divided into three ACTs: final quiz, evaluation, and results, each of which has its own activity (**Figure 3**).
