Factors Driving BIM Learning Performance: Research on China’s Sixth National BIM Graduation Design Innovation Competition of Colleges and Universities
Abstract
:1. Introduction
2. Literature Review
2.1. BIM and Related Technologies
2.2. Factors Impacting BIM Learning Performance
3. Materials and Methods
3.1. Questionnaire Design
3.2. Date Collection
3.3. Data Analysis Method
4. Results
4.1. Data Description
4.2. Reliability and Validity Test
4.3. Difference Analysis between Groups
4.4. Exploratory Factor Analysis
4.5. Ordered Logistic Regression
5. Discussion
5.1. Effects of Demographic Variables
5.2. Effects of Common Factors
6. Conclusions and Recommendations
- (1)
- Strengthen the fundamental professional knowledge and sustainable learning ability of college students majoring in AEC related disciplines;
- (2)
- Provide real-time attention to the developmental trends of BIM in industry and translate these into the BIM learning environment, which in turn will improve students’ incentives, willingness and interest in mastering BIM;
- (3)
- Encourage students of multiple majors in AEC related disciplines to cooperate and learn BIM, and create reasonable divisions of labor while sharing skills according to professional backgrounds;
- (4)
- Improve the comprehensive ability of BIM instructors in all aspects of BIM, including in competencies such as team liaison, the technical features of BIM, and BIM as a management tool, combined with a systematic understanding of the developmental trends of BIM in the AEC industry;
- (5)
- Undergraduate AEC related majors should implant BIM theory and application into current ‘talent training’ programs across the full duration of the four-year learning process in colleges and universities.
- (1)
- This is the first study on BIM learning performance undertaken with regard to the annual NBGDIC competitions. However, the impact students’ various majors have on BIM learning outcomes, while anticipated to exert some influence, was not investigated.
- (2)
- In conducting the survey, it was discovered that extant research has paid scant attention to the application of BIM technology in colleges and universities.
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Characteristics | Samples | ||
---|---|---|---|
Frequency | Proportion (%) | ||
Gender | Male | 1582 | 57.0 |
Female | 1195 | 43.0 | |
Age | Under 19 | 14 | 0.5 |
19–21 | 1155 | 41.6 | |
22–24 | 1558 | 56.1 | |
25 and above | 50 | 1.8 | |
School type | Research | 134 | 4.8 |
Application | 2041 | 73.5 | |
Applied research | 588 | 21.2 | |
Major types | Engineering management | 973 | 35.0 |
Engineering cost | 851 | 30.6 | |
Civil engineering | 529 | 19.0 | |
Water supply and drainage science and engineering | 71 | 2.6 | |
Building environment and energy application Engineering | 63 | 2.3 | |
Building electrical and intelligent | 51 | 1.8 | |
other | 239 | 8.6 | |
Grade | Freshman | 41 | 1.5 |
Sophomore | 389 | 14 | |
Junior | 1007 | 36.3 | |
Senior | 1340 | 48.3 | |
Time of learning and using BIM software | 0–0.5 years (excluding 0.5 years) | 734 | 26.4 |
0.5–1 years (excluding 1years) | 937 | 33.7 | |
1–2 years (excluding 2 years) | 763 | 27.5 | |
2–3 years (excluding 3 years) | 273 | 9.8 | |
3 years or above | 70 | 2.5 | |
The related degree between this competition and their graduation design | Totally irrelevant | 46 | 1.7 |
Basically irrelevant | 151 | 5.4 | |
General | 534 | 19.2 | |
More relevant | 1414 | 50.9 | |
Complete related | 632 | 22.8 |
Characteristics | Category | Achievement Maximum |
---|---|---|
Gender | Male | 3.1 ± 1.3 |
Female | 3.0 ± 1.3 | |
t | 2.682 | |
P | 0.007 | |
Age | Under 19 | 1.5 ± 0.4 |
19–21 | 1.3 ± 0.0 | |
22–24 | 1.3 ± 0.0 | |
25 and above | 1.2 ± 0.2 | |
F | 0.555 | |
P | 0.645 | |
School type | Research | 3.1 ± 1.3 |
Application | 3.0 ± 1.4 | |
Applied research | 3.2 ± 1.3 | |
F | 2.637 | |
P | 0.072 | |
Major types | Engineering management | 3.0 ± 1.3 |
Engineering cost | 3.1 ± 1.3 | |
Civil engineering | 3.2 ± 1.3 | |
Water supply and drainage science and engineering | 3.1 ± 1.2 | |
Building environment and energy application engineering | 3.2 ± 1.5 | |
Building electrical and intelligent | 3.3 ± 1.2 | |
other | 2.8 ± 1.3 | |
F | 2.793 | |
P | 0.01 | |
Grade | Freshman year | 2.5 ± 1.4 |
Sophomore year | 3.1 ± 1.3 | |
Junior year | 3.1 ± 1.3 | |
Senior year | 3.0 ± 1.3 | |
F | 4.284 | |
P | 0.005 | |
Time of learning and using BIM software | 0–0.5 years (excluding 0.5 years) | 3.0 ± 1.3 |
0.5–1 years (excluding 1years) | 3.1 ± 1.3 | |
1–2 years (excluding 2 years) | 3.1 ± 1.3 | |
2–3 years (excluding 3 years) | 3.2 ± 1.3 | |
3 years or above | 3.3 ± 1.3 | |
F | 2.869 | |
P | 0.022 | |
The related degree between this competition and their graduation design | Totally irrelevant | 3.1 ± 1.4 |
Basically irrelevant | 2.9 ± 1.2 | |
General | 3.0 ± 1.3 | |
More relevant | 3.1 ± 1.3 | |
Complete related | 3.1 ± 1.3 | |
F | 1.587 | |
P | 0.175 |
Items | Component | ||||||
---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | |
My instructor always gives me a lot of encouragement | 0.856 | ||||||
My instructor always gives me useful advice | 0.855 | ||||||
My instructor always affirms my progress | 0.853 | ||||||
My instructor will give me in-depth guidance on my entries | 0.812 | ||||||
I get on well with my instructor | 0.809 | ||||||
My instructor attaches great importance to this competition | 0.792 | ||||||
My instructor is very professional | 0.788 | ||||||
My instructor is able to assign tasks according to team members’ characteristics | 0.759 | ||||||
Even if my operation is not proficient, my instructor will not blame me | 0.748 | ||||||
My instructor is very familiar with the rules and procedures of this competition | 0.741 | ||||||
My instructor is very influential in the BIM industry | 0.599 | ||||||
If the competition needs, our school can arrange corresponding personnel to coordinate | 0.796 | ||||||
Our school conducted targeted lectures and training for participants | 0.768 | ||||||
Our school values the participation of students in the competition | 0.756 | ||||||
The BIM teaching methods in our school are diverse | 0.753 | ||||||
Our school provides special equipment room and hardware supporting for the participants | 0.749 | ||||||
Our school continuously promotes BIM development to students | 0.747 | ||||||
School teachers have corresponding projects to support BIM technology practice | 0.738 | ||||||
Our school offers a series of BIM related courses | 0.728 | ||||||
School teachers are willing to recommend the winning entries to enterprises | 0.726 | ||||||
School teachers are willing to recommend award-winning students to enterprises | 0.723 | ||||||
Our school/college are willing to provide financial support for participating students | 0.687 | ||||||
Our team has a reasonable division of labor and sincere cooperation | 0.805 | ||||||
Our team has given me a lot of confidence | 0.794 | ||||||
Our team had a smooth communication channel | 0.788 | ||||||
Our team members are willing to share their own experience and technology to each other | 0.78 | ||||||
Our team members have reasonable professional backgrounds | 0.74 | ||||||
I have a strong ability to learn | 0.752 | ||||||
I often learn BIM knowledge by myself on the Internet | 0.729 | ||||||
I have solid professional knowledge and theory | 0.723 | ||||||
I am familiar with the rules and procedures of this competition | 0.685 | ||||||
I often participate in BIM related competitions | 0.619 | ||||||
I am familiar with the application of BIM in architectural design | 0.798 | ||||||
I am familiar with the application of BIM in architectural planning | 0.772 | ||||||
I am familiar with the application of BIM in architectural construction | 0.77 | ||||||
I am familiar with the application of BIM in architectural maintenance | 0.768 | ||||||
The purpose of participating in the this competition is to get learning points and other incentives | 0.841 | ||||||
The purpose of participating in this competition is to obtain material rewards | 0.836 | ||||||
It is the instructor’s requirement to participate in this competition | 0.667 | ||||||
Influenced by the team, I decided to participate in this competition | 0.655 | ||||||
The purpose of participating in this competition is to improve my personal ability | 0.761 | ||||||
The purpose of participating in this competition is to enrich my practical experience | 0.749 | ||||||
It is very important to participate in this competition | 0.685 | ||||||
It is my interest to participate in this competition | 0.62 |
Estimate | The Standard Error | Wald | Degrees of Freedom | Significant | 95% A Confidence Interval | |||
---|---|---|---|---|---|---|---|---|
Minimum | Maximum | |||||||
The threshold value | (The maximum = 1) | −1.277 | 0.215 | 35.198 | 1 | 0 | −1.698 | −0.855 |
(The maximum = 2) | −0.538 | 0.214 | 6.353 | 1 | 0.012 | −0.957 | −0.12 | |
(The maximum = 3) | 0.781 | 0.214 | 13.332 | 1 | 0 | 0.362 | 1.2 | |
(The maximum = 4) | 2.106 | 0.218 | 93.736 | 1 | 0 | 1.68 | 2.532 | |
The comprehensive ability of instructor | 0.107 | 0.034 | 9.641 | 1 | 0.002 | 0.039 | 0.175 | |
College/university atmosphere | −0.01 | 0.035 | 0.078 | 1 | 0.78 | −0.078 | 0.059 | |
Team collaboration | 0.191 | 0.034 | 30.868 | 1 | 0 | 0.123 | 0.258 | |
Individual ability | 0.122 | 0.036 | 11.216 | 1 | 0.001 | 0.05 | 0.193 | |
Understanding BIM application | −0.004 | 0.035 | 0.013 | 1 | 0.909 | −0.072 | 0.064 | |
Social environment incentive | −0.035 | 0.034 | 1.033 | 1 | 0.309 | −0.102 | 0.032 | |
Achievement needs | 0.063 | 0.034 | 3.384 | 1 | 0.066 | −0.004 | 0.131 | |
Time of learning BIM related software | 0.071 | 0.036 | 3.874 | 1 | 0.049 | 0 | 0.141 | |
The related degree between this competition and their graduation design | −0.008 | 0.041 | 0.04 | 1 | 0.841 | −0.089 | 0.072 | |
(gender: male = 1) | 0.159 | 0.073 | 4.761 | 1 | 0.029 | 0.016 | 0.301 | |
(gender: female = 2) | 0A | 0 | ||||||
(Type of school: application) | −0.273 | 0.086 | 10.1 | 1 | 0.001 | −0.441 | −0.105 | |
(Type of school: research ) | −0.38 | 0.172 | 4.872 | 1 | 0.027 | −0.718 | −0.043 | |
(Type of school: applied research) | 0A | 0 | ||||||
(Major type: engineering management) | 0.254 | 0.132 | 3.714 | 1 | 0.054 | −0.004 | 0.513 | |
(Major type: engineering cost) | 0.359 | 0.137 | 6.908 | 1 | 0.009 | 0.091 | 0.627 | |
(Major type: civil engineering) | 0.501 | 0.141 | 12.54 | 1 | 0 | 0.224 | 0.778 | |
(Major type: water supply and drainage science and engineering) | 0.472 | 0.245 | 3.719 | 1 | 0.054 | −0.008 | 0.953 | |
(Major type: building environment and energy application engineering) | 0.569 | 0.255 | 4.962 | 1 | 0.026 | 0.068 | 1.07 | |
(Major type: building electrical and intelligent) | 0.717 | 0.279 | 6.608 | 1 | 0.01 | 0.17 | 1.264 | |
(Major type: other) | 0A | 0 |
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Share and Cite
Ao, Y.; Liu, Y.; Tan, L.; Tan, L.; Zhang, M.; Feng, Q.; Zhong, J.; Wang, Y.; Zhao, L.; Martek, I. Factors Driving BIM Learning Performance: Research on China’s Sixth National BIM Graduation Design Innovation Competition of Colleges and Universities. Buildings 2021, 11, 616. https://doi.org/10.3390/buildings11120616
Ao Y, Liu Y, Tan L, Tan L, Zhang M, Feng Q, Zhong J, Wang Y, Zhao L, Martek I. Factors Driving BIM Learning Performance: Research on China’s Sixth National BIM Graduation Design Innovation Competition of Colleges and Universities. Buildings. 2021; 11(12):616. https://doi.org/10.3390/buildings11120616
Chicago/Turabian StyleAo, Yibin, Yunhong Liu, Liyao Tan, Ling Tan, Maoqiu Zhang, Qiqi Feng, Jinglin Zhong, Yan Wang, Liang Zhao, and Igor Martek. 2021. "Factors Driving BIM Learning Performance: Research on China’s Sixth National BIM Graduation Design Innovation Competition of Colleges and Universities" Buildings 11, no. 12: 616. https://doi.org/10.3390/buildings11120616