**1. Introduction**

A central content focus of the module AF A, "Industrial and Organizational Psychology," in the bachelor's degree program in Psychology at the University of Hagen (FUH) [1] is industrial psychology [2], which deals with the effect of work on the working person. The critical teaching of theoretical basics of psychological work design, which is mainly done by reading and discussing relevant theories and research results, is unfortunately mostly lacking in the experience of actual work design during studies. This can only be achieved by experiencing and trying out different forms of work design. However, confrontation, one's own experience and trying out, as well as intensive reflection on what is experienced is an essential prerequisite for the acquisition of action competencies [3], as they are also demanded within the framework of the recommendations of the German Psychological Society for the design of psychology studies [4, 5]. According to [6], the main tasks of work psychology consist of analysis, evaluation, and design of work activities and systems according to defined human criteria. Accordingly, theories and models are taught in the study of work psychology that explain and predict the effect of specific characteristics of work (characteristics of work content, work processes, or social interactions, [7]) on people, their work performance, their motivation, and their health (e.g., action regulation theory, job demand-control model, JDR model, effort-reward imbalance, cf. Lehrbrief Modul AF A Grundlagen und Arbeitspsychologie: p.66, p.126f, p.132ff.). The topic has gained relevance due to an increased social focus on psychological stress at work, which has also been reflected in the consideration of the subject in the Occupational Health and Safety Act. A growing field of work for (industrial) psychologists has emerged. Psychologically relevant task features (e.g., time pressure, work interruptions, information overload, social support, feedback, and task variability) can be systematically manipulated from the outside. After the processing, the feedback of the results, the own reflection of individual and condition causes for specific results, and the debriefing with a systematic analysis of the work situation and the independent derivation of solution suggestions for a better work design occurs. The planned didactic innovation's primary learning objective is to acquire competencies in occupational psychology to analyze, evaluate, and design work tasks according to defined human criteria [6]. In addition, going through the simulation task and the subsequent reflection should lead to a deeper and better understanding of the differentiation between situational and behavioral prevention, which is central in occupational science and condition-related and person-related interventions [8]. Through minor adjustments, other learning objectives can also be focused on (e.g., employees' leadership, communication organization, and information flow). Methodological competencies are also developed through a systematic work analysis, which the students must carry out following a work task they have experienced themselves. The development of digital technologies in the form of so-called serious/applied gaming (SG/ AG) [9] allows the use of computer-based simulations to enable experiences in the completion of work tasks quasi-virtually, which are typically only possible in actual practical activities. These experiences are at least like those in real life and allow the reflection of unexpected or surprising results [10].

According to the results from [10], the learners' follow-up/simulated training success is to be captured with a final quiz and then measured using learning analytics (LA) [10] and map it to training outcomes and corresponding qualifications in terms of factual knowledge (competencies) and action knowledge (skills and proficiency levels) on the topic area of job design. The factual knowledge and action knowledge refer to declarative and procedural knowledge definitions of the adaptive control of thought-rational (ACT-R) theory [11]. Action knowledge refers to the procedural knowledge that indicates how something should be executed. This is the knowledge about the appropriate execution of actions [12]. Factual knowledge refers to the declarative knowledge of the ACT-R theory [13]. To accomplish a task or problem, an interplay of both bits of knowledge is needed [14].
