*Dynamic and Adaptive Playout of Competency-Based Learning Games Based on Data… DOI: http://dx.doi.org/10.5772/intechopen.105513*

The PAGEL project has the aim to provide an AG within the so-called knowledge management ecosystem portal (KM-EP) [15] in combination with the learning management system (LMS) Moodle [16]. As outlined in a previous paper [10], currently, the qualifications-based learning model (QBLM) [17, 18] supports the assignment of competencies and qualifications (CQ ) [18], which are the achievements of the learning objectives and learning successes of the game/simulation sequences within an integrated applied game (AG) or any other learning unit. The learning management system (LMS) used at the FUH is Moodle [16] and offers digital learning content at the FUH. Therefore, the already existing LMS will be used as a basis in this work [19]. A didactical structural template (DST) [20, 21] supporting QBLM can be used as a starting point to describe the underlying process and provide the measurement criteria for the success of achieving learning objectives regarding CQs. This includes the success of training skills on different proficiency levels in a game-based simulation. DSTs represent the didactical structure of a course.

Furthermore, it can support a hybrid environment existing of a "classical" course in combination with applied gaming content, like a pedagogical structure for AG. For example, the AG can be a web-based computer game or a VR/AR-based game; therefore, one DST can have different modalities [20, 21].

Within the framework of the PAGEL project, there is a "classical" course with study books [10] for teaching theoretical content and factual knowledge. After successfully completing the "classical" course, the knowledge of action is to be imparted with the help of an AG [10]. "The DST, with its possibilities, offers the option to provide the learner with different media types for the same learning content. The same contents can be given for different platforms or in different modalities. The DST can provide the information cross-media. Some courses are more useful in a texture-based form, others as a game or video. The most obvious dimension in choosing a media type is the content. For example, it does make sense to provide learners in a driving school with a game or simulator to teach them driving, more than giving them a text with technical instructions. On the other side, a list of traffic symbols would also be meaningful. A mixture seems to be a good solution. However, other dimensions are also conceivable. These additional dimensions depend on the situation and can vary based on some parameters. Learners have different preferences and strategies for learning. Some learners have already acquired knowledge or CQs, making the course partly a repetition. That should lead to an abbreviated form of that content" [22]. Subsequently, the measured results from the AG are to be explained in a final quiz using the previously imparted theory knowledge [10]. These results are to be evaluated accordingly concerning the achievement of a CQ using LA. The results are stored in a competence and qualifications profile (CQP) [23]. Whether parts of the course have to be attended or not has to be checked in advance. Here, it should be checked whether the learners have already stored the corresponding CQs in their CQP or not [24].

The motivation of the book chapter is to enable the dynamic playout of the different course contents of the PAGEL project based on DSTs and to attest to corresponding CQs in a CQP [23] based on the learning outcomes and check in advance whether the learners have to attend this course at all.

Several problem statements (PS) can be derived from the objectives and motivation mentioned above.

Problem statement 1 (PS1) is that from today's perspective, for the PAGEL project, the DST is based on the current course structure [10], and to be added, AG does not exist. PS2 is that it is impossible today to store and read out the acquired CQs in a CQP to play out courses and learning units adaptively. PS3 is that from today's point of view, it is not possible to check, based on the CQs in a CQP, whether learners already have all the prior knowledge to complete a course or whether they first need to acquire further CQs. PS4 is that currently it is impossible to track the progress inside a DST implementation. Progress tracking across DST implementations is required to allow learners to switch the modality inside the learning unit. The possibility of switching the modality while executing an ACT and continuing at the same position in the learning progress inside another DST implementation is desirable for learners. This enables the learners to switch according to their current needs.

The PSs mentioned above result in the following research questions (RQs): RQ1: "What does a DST for the PAGEL project need to look like?", RQ2: "What components and interfaces are needed to adaptively play out a course based on the data in a CQP?", RQ3: "How can the progress tracking in a DST based on the CQs of a learner be tracked and verified?", and RQ4: "How can the progress across DST be tracked?"

Based on the research methodology of [25], the following research objectives (ROs) were derived from the RQs. RO1 is assigned to the observation phase (OP). This phase identifies suitable interoperability standards for interfaces for the CQs exchange. Also, suitable systems and tools are identified. RO2 is assigned to the theory-building phase (TBP). A concept is designed that shows what system components and interfaces are needed. The system development phase (SDP) moves the concept into a prototype and is assigned to RO3. The result of the SDP is evaluated in the evaluation phase (EP) in the context of a cognitive walkthrough (CW) [26]. Finally, the EP is assigned to RO4. In this phase, all RQs are evaluated.

The remainder of this paper is structured according to the ROs. This means that in state-of-the-art section, the OP is described. In conceptual design section, the TBP is described, and the SDP is presented in this paper in proof-of-concept implementation section. In evaluation section, the EP is presented. Finally, the paper concludes with a summary and indications of future developments.
