Abstract:

The project "Psychologische ArbeitsGestaltung ErLeben" (PAGEL) will develop a simulation for the university course on work and organizational psychology. A central content focus of the study module "Work and Organizational Psychology" in the bachelor's degree program in psychology at the University of Hagen is job design, which deals with the effect of work on the working person. The critical teaching of theoretical basics of psychological work design, mainly done by reading and discussing relevant theories and research results, is unfortunately mostly lacking in the experience of practical job design training during these studies. This can only be achieved by experiencing a simulated training situation, trying out job design skills, and experiencing the effects of different forms of job design. The planned didactic innovation's primary learning and training objective is acquiring qualifications based on competencies and skills in work psychology to analyze, evaluate, and design work tasks according to defined human criteria. Through minor adjustments, other learning objectives can also be focused on. Methodological qualifications based on corresponding Competencies and Qualifications (CQs) from the Qualifications-Based Learning Model (QBLM) are also developed through a systematic work analysis, which the students have to carry out following a work task they have experienced. The simulation is based on Hertel's Computer Store application. A central element of the game is the student's experience of well and poorly-designed work tasks in terms of the specific manifestation of psychologically relevant work characteristics (e.g., psychological stress). For this purpose, the students will process one or more specifically designed work tasks that are digitally simulated. Psychological stresses, such as interruptions and time pressure, are thus made tangible.

The PAGEL simulation is part of a study course consisting of a theory quiz, a simulation, and a final quiz. In the theory Quiz, factual knowledge is tested. In the final Quiz, the knowledge of action is tested. The tests are realized using the H5P component of Moodle. Competencies and qualifications (CQs) are used for evaluation. The results in xAPI statements are stored in the Learning Record Store (LRS) Learning Locker.

Based on previous publications in this paper, we present the challenges and lessons learned, in the form of solutions, during the realization of an xAPI-based Learning Analytics Infrastructure for the H5P component in our current PAGEL course setting in Moodle. Therefore, we give an overview of the existing environment and the concepts for integrating the tools H5P and Learning Locker. Also, we present the prototypical realization and the faced challenges. Furthermore, a cognitive walkthrough of the visual prototype will be performed for an initial evaluation. Finally, the paper concludes with a summary and a lessons learned section.

Keywords:

XAPI, eXperience API, data tracking, simulation, simulation-based training, university courses, German university, psychology course, psychological simulation.