Supporting Qualification Based Didactical Structural Templates for Multiple Learning Platforms

Winterhagen, Michael; Hoang, Minh; Wallenborn, Benjamin; Heutelbeck, Dominic; Hemmje, Matthias

doi:10.1007/978-3-030-70873-3_57

Cited by 1 publication

(2 citation statements)

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“…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.…”

Section: Introductionmentioning

confidence: 99%

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Dynamic and Adaptive Playout of Competency-Based Learning Games Based on Data in Learners’ Competency Profile Considering Didactical Structural Templates

Srbecky¹,

Winterhagen²,

Wetzel³

et al. 2023

Gamification - Analysis, Design, Development and Ludification

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In this chapter, a competency-based approach, based on the qualifications-based learning model (QBLM), will be presented, which makes it possible to store the acquired competencies and qualifications (CQ) in a so-called CQ-profile (CQP) while playing an educational game. The game and the course are based on a didactical structural template (DST), making it possible to switch between the course and the game. Before the educational game can be played, it must be checked whether a learner has all the required CQs for the course or learning unit in which the educational game is included. Therefore, this chapter shows an approach to how the CQPs can be implemented, and the data from the CQP can be used to check course prerequisites. Finally, a prototypical implementation with its evaluation and the remaining challenges will be presented in this chapter.

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Section: Introductionmentioning

confidence: 99%

“…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].…”

Section: Introductionmentioning

confidence: 99%