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

target profile must be bridged by appropriate CQ programs, including suitable QRLEs such as courses, learning activities, and knowledge resources [18]. In addition, KM-EP [15] has been developed within the project Realizing an Applied Gaming Ecosystem (RAGE) [17]. In addition, the portal offers various web-based tools for knowledge management and user-friendly course authoring tools (CATs) to create Moodle courses without much previous knowledge [17].

The KM-EP enables QBLM-based work with CQs. For this purpose, a CQ administration enables creating CQPs and assigning LUs (modules, courses, and teaching resources within courses) to these profiles. Furthermore, courses with assigned CQs can be exported to Moodle and executed [17]. Moodle stands for modular objectoriented dynamic learning environment [16] and is a freely available open-source software under the GNU Public License. It is software with which courses can be conducted and developed via the internet.

With the learning tools interoperability (LTI) standard, further applications such as games can be integrated into an LMS like Moodle [16]. To transfer QBLM-based CQs to Moodle, [18] developed the plugin QBL4Moodle. This plugin is the interface between Moodle and KM-EP. QBL4Moodle is used to work with QBLM in Moodle itself and map CQs created with it to the CQy approach of Moodle itself. The plugin also imports QBLM-based CQs, profiles, and frameworks from other systems. Currently, this is realized for the KM-EP [18] only.

The LMS used at FUH is Moodle. This LMS already offers digital learning content at FUH. Therefore, the already existing LMS will be used in this work. Within the KM-EP, it is possible to define CQs as conditional- and goal profiles (CP and GP) for courses [22]. QBL4Moodle also allows the transfer of CPs and GPs for courses to Moodle and directly connects them with the courses [18]. This feature has been extended to make it possible in the KM-EP to define CPs and GPs on every level or element below the course level [27]. In addition, the QBL4Moodle-Plugin and Moodle have been extended in the same way that it is possible to define CPs and GPs on every course element [28].

To support, for example, adaptive learning or the dynamic playout for courses, [23] extended Moodle in the way that explicit CQPs exist for learners. Until then, learners did not have a specific CQP. When learners wanted to know which CQy profile they had, they had to gather every single CQ spread over different Moodle pages. With the implementation of [23], learners can go to a specific page in Moodle to see which CQs they have. At the same time, the CQPs in Moodle have been designed and implemented; [24] designed and implemented a possibility for Moodle to support a dynamic outplay for courses. Dynamic outplays mean that if course A has qualification A', course B needs qualification B' and course C needs qualification C', and the student has already acquired qualification A' and the student wishes to start course C, then course B must be offered to the student. To realize the dynamic outplay of courses in Moodle, [24] analyzed Moodle's functionalities and how it would be possible to extend Moodle so that CQs can be supported for the dynamic outplay. Due to the fact that [23, 24] have been designed and implemented at the same time, the CQP did not exist in Moodle, so [24] had to assume that a CQP exists to build his design accordingly. Therefore, the remaining challenge is to bring both parts together so that the result of [24] uses the implemented CQPs [29].
