Factors Driving BIM Learning Performance: Research on China’s Sixth National BIM Graduation Design Innovation Competition of Colleges and Universities

Abstract

With the popularization and rise in BIM technology usage, BIM education for undergraduate students in architecture, engineering, and construction (AEC) related disciplines has emerged as a priority. This study assesses the BIM learning outcomes of students participating in the National BIM Graduation Design Innovation Competition of Colleges and Universities. In total, 2777 valid questionnaire responses were obtained for this study. The Cronbach’s alpha coefficient method and principal component factor analysis method were used to verify the reliability of the data set (Cronbach’s alpha = 0.962, KMO = 0.965). The t-test (ANOVA) was used to verify that gender, school type, major, grade, study duration and use BIM related software, as well as other demographic attributes, displayed significant inter-group differences. Seven common factors affecting BIM learning performance were obtained by exploratory factor analysis: (1) ability of the instructor, (2) school (college) atmosphere, (3) teamwork, (4) individual ability, (5) understanding of BIM industry applications, (6) social environment incentives, and (7) achievement demand. Finally, the results of an ordered logistic regression revealed that the demographic attributes of participants, the comprehensive ability of the instructor, teamwork, individual ability, and achievement demand significantly affects BIM learning performance. Based on these findings, this paper puts forward suggestions for improving BIM learning performance and provides theoretical support for BIM education and learning in AEC related undergraduate majors.

Building Information Modeling Learning Behavior of AEC Undergraduate Students in China

“…As a result, their learning can be improved. For example, research by Ao et al [ 1 ] showed that the teacher’s guidance significantly positively impacts students’ BIM learning performance. In addition, students’ learning behavior can be positively influenced by facilitating their access to the required resources from the school library or online resources while learning BIM technology.…”

“…The construction industry has recently adopted Building Information Modeling (BIM). Moreover, research and education on BIM technology have become a prevalent topic for builders and educators in the construction industry [ 1 , 2 ]. Relevant research shows that the popularization and application of BIM technology have undergone a significant transformation in the architecture, engineering, and construction (AEC) industry, which has increased the employment competition of fresh graduates of those majors [ 3 ].…”

“…Relevant research shows that the popularization and application of BIM technology have undergone a significant transformation in the architecture, engineering, and construction (AEC) industry, which has increased the employment competition of fresh graduates of those majors [ 3 ]. Moreover, college students’ mastery of BIM technology can promote the application of BIM technology in the whole construction industry and make the industry more efficient [ 1 ]. Such a reinforcing circle should be strengthened to accelerate the industry transformation.…”

“…Agirbas [ 11 ] pointed out that students’ positive attitude towards using BIM software may improve their learning efficiency of professional architectural knowledge. In addition, through the evaluation of BIM learning achievement in China’s Sixth National BIM Graduation Design Innovation Competition of Colleges and Universities, Ao et al [ 1 ] found seven public factors that affect BIM learning performance: (1) ability of the instructor, (2) school (college) atmosphere, (3) teamwork, (4) individual ability, (5) understanding of BIM industry applications, (6) social environment incentives, and (7) achievement demand. Furthermore, referring to the body of work that exists, this research combines the theory of UTAUT to analyze the influencing factors of college students’ BIM learning intention and behavior and their influencing relationships from the perspective of individual learners, aiming at exploring and developing the path of BIM education.…”

What Determines BIM Competition Results of Undergraduate Students in the Architecture, Engineering and Construction Industry?

“…The construction industry has changed from traditional construction practice to BIM-based practice [ 1 ]. As the second revolution of the construction industry, BIM technology has effectively promoted the sustainable development of the construction industry [ 2 ].…”