**3.4 Concept for learner adaptive flow based on didactical structural templates**

The learner adaptive flow is introduced to support a learning journey, adapting itself according to the preset of already gained CQs. The learner adaptive flow controller controls the learner adaptive flow. It compares the target CQs of a learning objective (act, activity structure, or activity) with the learners' CQs within the KM-EP. A learning section skip is possible if the learners' CQs contain all target CQs. This skip is offered to the user via a dialog inside the start DA process. The dialog pops up if a learning section skip is possible and lists all possible skips. As the experts for their skills and their need for repetition, the learners select then the desired skips. A learning journey skip is reflected in the system as a completed activity. This is applied in the DSTS and loaded by the started DA afterward [22, 53].

#### **3.5 Concept for didactical progress tracking**

As described earlier, the DAs existence is independent of the KM-EP and the DST. That results in the circumstance that the execution of a DA is detached, and the KM-EP or other DAs do not receive any update about the progress of learners. With the didactical progress tracker (DPT), this gap is closed. The DPT holds for every learner's journey a didactical structural template session (DSTS). The DSTS maintains information about the successful completion of activities inside the journey. All activities of the learners' journey DST have an entry inside the DSTS, which is initially "not completed." While executing a DST-based learning journey in a DA, the DSTS gets updates from the DAs after completing an activity. This feature allows tracking in a central place as well as the sharing of the progress through DAs.

This sharing results in the possibility of switching between different DAs. When a DA is started, it requests the DSTS from the KM-EP to get the learner's progress. It then has to define the already completed activities as finished inside itself.

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

**Figure 3.** *Concept for the DST for the PAGEL project.*

To support the switch of a DA inside a journey, a control panel allows the learners to call a different DA at any time. The DA is called with a link, which contains the reference to the DSTS to allow the called DA to load the DSTS, respectively, the already gained progress.

A management dashboard shows all DSTS, including the learners and their progress. In addition, it allows root users to maintain their progress and support the learners in completing their journeys [22, 53].
