Resea ch Pape
Recommended ci a ion: Pilo , A., Schulze, C., Kegel-Pepe , K., Damek, S., Hahn,
L., Sassenbe g, K., & B andenbu ge , Y. (2025). New Teaching Concep applying
Technology Accep ance as Key Fac o o In e disciplina y Collabo a i e Planning
and Simula ion o Sus ainable Buildings in Educa ion, Fu he Educa ion and
T aining. In Kangaslampi, R., Langie, G., Jä inen, H.-M., & Nagy, B. (Eds.), SEFI
53 d Annual Con e ence. Eu opean Socie y o Enginee ing Educa ion (SEFI),
Tampe e, Finland. DOI: 10.5281/zenodo.17631414.
This Con e ence Pape is b ough o you o open access by he 53 d Annual Con e ence
o he Eu opean Socie y o Enginee ing Educa ion (SEFI) a Tampe e Uni e si y in
Tampe e, Finland. This wo k is licensed unde a C ea i e Commons
A ibu ion-NonComme cial-Sha e Alike 4.0 In e na ional License.
New Teaching Concep applying Technology Accep ance as Key
Fac o o In e disciplina y Collabo a i e Planning and Simula ion
o Sus ainable Buildings in Educa ion, Fu he Educa ion and
T aining.
A. Pilo a, b, c 1, C. Schulze a, K. Kegel-Pepe b,
S. Damek a, L. Hahn d, e, K. Sassenbe g e, d, Y. B andenbu ge a
a Uni e si y o Applied Sciences E u , E u , Ge many
b Technical Uni e si y Da ms ad , Da ms ad , Ge many
c Fede al Ins i u e o Technology Zu ich, Zu ich, Swi ze land
d Facul y I, T ie Uni e si y, T ie , Ge many
e Leibniz Ins i u e o Psychology, T ie , Ge many
Con e ence Key A eas: Open and online educa ion o enginee s, Imp o ing highe
enginee ing educa ion h ough esea ching enginee ing educa ion
Keywo ds: openBIM, eaching concep , sus ainabili y, in e disciplina i y, VR
ABSTRACT
Building In o ma ion Modelling (BIM) has become a cen al pa o mode n planning
and cons uc ion p ocesses. Th ough in e disciplina y and collabo a i e wo king
me hods, a chi ec u al and enginee ing planning, cons uc ion, and ope a ional
p ocesses a e mo e e icien , sus ainable, and anspa en .
The ‘p ac ice- i s ’ app oach ocuses on p ac ical wo kshops and p ojec phases in
which s uden s om di e en disciplines wo k oge he o c ea e BIM models and
p esen collabo a i e designs using digi al ools and i ual eali y (VR). The eaching
concep also combines ac i e and passi e lea ning o s eng hen heo e ical and
p ac ical skills.
A su ey be o e and a e pa icipa ion on he cou se will analyse he s uden s'
pe cep ion o he ease o use o BIM, i s use ulness in planning and cons uc ion
p ocesses and hei own sel -e icacy in using he BIM me hod.
The quan i a i e esul s show a signi ican inc ease in sel -e icacy, pe cei ed ease
o use and use ulness o BIM, which emphasises he e ec i eness o he eaching
me hod. S e eo ypical pe cep ions be ween disciplines emained s able in con as o
p e ious esul s. Al hough, he a chi ec u e s uden s a ed hei skills highe han
hei enginee ing pee s, which can be a ibu ed o hei di e en p io knowledge.
Despi e he high complexi y o asks and he challenges o in e disciplina y
collabo a ion, he didac ic concep encou aged s uden s o see BIM as essen ial o
u u e p o essional p ac ice and p omo ed hei skills in model-based collabo a ion,
he use o digi al ools and in e disciplina y eamwo k.
In u u e i e a ions, he in eg a ion o augmen ed eali y (AR) and collabo a ion wi h
o he specialis disciplines such as ci il enginee ing is planned.
1 Co esponding Au ho
A. Pilo
and eas.pilo @ h-e u .de
1 INTRODUCTION
As pa o he digi al ans o ma ion o cons uc ion, planning, and se ice p ocesses
o buildings, Building In o ma ion Modelling (BIM) plays a signi ican ole. This elies
on he c ea ion o digi al building models con aining no jus 3D geome ies bu also
mul iple in o ma ion laye s om a ious disciplines, o ming he basis o he ‘BIM-
me hod’. De eloping e ec i e lea ning s a egies o in e disciplina y and
collabo a i e p ojec s is a majo challenge, especially in a chi ec u e and enginee ing
educa ion. Success ul collabo a ion equi es ex ensi e p ac ical expe ise om all
pa icipan s in cons uc ion and planning. Teaching mus in oduce new o ms o
in e disciplina y wo k and os e collabo a i e expe ience o op imally p epa e
s uden s. Which leads o he esea ch ques ion on ‘How does a gami ied p ac ice-
o ien ed, in e disciplina y BIM eaching app oach impac s uden s' pe cei ed sel -
e icacy, ease o use, and use ulness o BIM ools, and wha ole do disciplina y
backg ounds play in shaping hese pe cep ions?
The asks in a chi ec u al and enginee ing p ojec s ha e expanded om adi ional
design and unc ionali y o include echnological, en i onmen al, and social aspec s,
pa icula ly ega ding clima e change. BIM enhances eam communica ion and
coo dina ion, while isual echnologies like Vi ual Reali y (VR) and Augmen ed
Reali y (AR) suppo eal- ime design isualiza ion. The adap abili y o a chi ec u e
and building se ices a e undamen al o sol ing he complex, in e ela ed p oblems
o he cons uc ion indus y. Inc easing complexi y in in e disciplina y design and
planning o en ep esen s a hu dle o BIM implemen a ion. Howe e , BIM i sel
acili a es a pa adigm shi o manage asks ac oss di e se disciplines and in
complex wo k lows. The po en ial o he u iliza ion and e ec i e applica ion o BIM
lies in c ea ing low- h eshold access and building con idence in communica ion and
applica ion o add ess u u e challenges sus ainably.
The aim o he p esen ed wo k is o use he de eloped eaching concep o
in es iga e a ious psychological ques ions in he ield o BIM on he opics o
echnology accep ance, use expe ience, sel -e icacy and pe spec i e- aking in
in e disciplina y wo king g oups. The ocus is on c ea ing a low- h eshold
in oduc ion o he BIM wo king me hod h ough he co-c ea i e concep o he
educa ional me hod. The in eg a ion o gami ied wo k phases is in ended o p omo e
s uden mo i a ion and simpli y he lea ning o complex asks.
2 STATE OF THE ART IN RESEARCH ON TEACHING BIM
The implemen a ion o BIM in highe educa ion has been inc easing, wi h a a ie y o
app oaches being adop ed wo ldwide. Simila ly, esea ch in o his opic has
expanded o e ime. This p og ession is e lec ed in mul iple sys ema ic e iews: a
2016 e iew [1] syn hesizing exis ing esea ch on BIM cu iculum design in
a chi ec u e, enginee ing, and cons uc ion educa ion; a 2021 e iew [2] examining
cu en s a egies o BIM implemen a ion in academic se ings; and a 2024 li e a u e
e iew [3] analyzing global openBIM esea ch ends wi hin he AEC indus y.
BIM, Bloom's Taxonomy and knowledge-based lea ning s. compe ence-d i en
concep s: Teaching concep s desc ibed o men ioned in S udies on BIM in highe
educa ion ely on Bloom’s Taxonomy [4], a ounda ional educa ional amewo k used
o ca ego ize cogni i e lea ning objec i es and knowledge-based lea ning
app oaches, as illus a ed by an empi ical B azilian s udy p oposing a cu icula BIM
implemen a ion plan [5]. This can also be ound in he buildingSMART in e na ional
ce i ica ion p og am, s a ing wi h a 'Founda ion Le el' ha emphasizes 'Remembe '
(knowledge) and 'Unde s and' (comp ehension) as a basis o educa ional p og ams
in highe educa ion [6]. F amewo ks such as he BAF (BIM Academic Fo um) [8],
IMAC (Illus a ion, Manipula ion, Applica ion, Collabo a ion) [9], and ADDIE
(Analysis, Design, De elopmen , Implemen a ion, E alua ion) [10] s uc u e BIM
educa ion by p io i izing heo e ical knowledge be o e p ac ical skills. These models
p o ide a sys ema ic app oach bu ha e been c i icized o o e looking p ac ical,
compe ency-based me hods ha be e align wi h indus y needs.C i icism o Bloom's
Taxonomy is a ely add essed, e en hough expe ien ial lea ning heo is s like Kolb
[12] ad oca e i e a i e, hands-on cycles o e linea hie a chies. Only a ew s udies
adop a compe ency-based app oach p io i izing skills be o e heo y, showing ha
p ac ical skills “highly mo i a e s uden s” [13], unc ion as “ac i e lea ning me hods”
[14], and can be in eg a ed o mee indus y needs [15]. Some emphasize ha
“lea ning BIM mus be oo ed in ac ual expe ience” [16], and a 2024 doc o al-le el
case s udy [17] demons a es ha ealis ic, campus-based p ojec s signi ican ly
enhance BIM comp ehension. Compe ence-d i en concep s a e men ioned implici ly,
o ins ance, ega ding “ he minimum knowledge necessa y” [18] and he “T-shaped
model design,” which os e s bo h b oad ounda ional knowledge and specialized
expe ise [19]. Some s udies ecommend balancing heo y and p ac ice based on
s uden age, p o iding mo e hands-on lea ning o younge s uden s [20]. A
compe ency-based pe spec i e is also seen in he ise o game-based lea ning [21],
using simula ions, ole-play, and collabo a ion. In ol ing p o essionals u he
en iches his educa ional en i onmen , while esea ch on collabo a i e enginee ing
shows ha applied skills and p oblem-sol ing a e essen ial [22]. Cu en BIM
educa ion amewo ks s ill emphasize heo y be o e skill de elopmen , la gely guided
by Bloom’s Taxonomy. Al hough models like BAF, IMAC, ADDIE, and NARS s ess a
solid heo e ical base, c i ics a gue his hie a chy may educe mo i a ion and eal-
wo ld p oblem-sol ing abili ies. Inc easingly, e idence sugges s ha mo e p ac ice-
o ien ed, compe ency-based me hods could be e align wi h indus y demands,
enhancing s uden engagemen and e en ion. These de elopmen s indica e a shi
in BIM educa ion: away om pu ely heo e ical ins uc ion owa ds mo e p ac ice-
o ien ed, compe ency-based app oaches ha enhance long- e m lea ning ou comes.
Gi en BIM’s g owing impo ance in p o essional p ac ice, i becomes e iden ha no
only heo e ical knowledge bu also he ease o use and o e all accep ance o he
echnology mus ake cen e s age.
Technology accep ance & BIM: S uden s consis en ly a e BIM as highly bene icial
o p oduc i i y, collabo a ion, and p ojec pe o mance, hanks o ea u es like
accu a e 3D modelling, imp o ed coo dina ion, e o educ ion, and design
isualiza ion. Ease o use - shaped by in ui i e in e aces, p io expe ience, and
suppo - has as sligh ly s onge in luence on a i udes han pe cei ed use ulness. A
2024 Malaysian s udy [23] con i ms ha bo hease o use and use ulness posi i ely
a ec BIM adop ion.An in eg a i e, “p ac ice- i s ” app oach - whe e hands-on
expe iences in o m heo y - unde pins e ec i e P ojec -Based Lea ning (PBL). In
PBL, collabo a i e asks boos mo i a ion, skill acquisi ion, and eal-wo ld ele ance.
Gami ica ion and a en ion o p ac ical bene i s add ess he co-c ea i i y challenges
o BIM wo k lows [24][25]. O e all, echnology accep ance model (TAM) esea ch
shows ha combining heo y wi h p ac ice enhances comp ehension, aligns
cu icula wi h p o essional needs, and eadies s uden s o complex, sus ainabili y-
cen e ed p ojec s. A “p ac ice- i s ” app oach shi s away om heo y-led lea ning by
using hands-on, eal-wo ld scena ios as he basis o concep ual unde s anding and
c i ical hinking. Th ough e lec ion, s uden s link ac i i ies o heo y, aligning wi h
Kolb’s expe ien ial lea ning cycle a he han a s ic ly hie a chical model like Bloom’s
Taxonomy.
Mos cu icula assume s uden s al eady know cons uc ion indus y p ocesses—a
lawed p emise, since many lack p ac ical exposu e. E idence sugges s ha s a ing
wi h p ac ice be e p epa es lea ne s o in e disciplina y collabo a ion and co-
c ea i i y in BIM con ex s. By le e aging he TAM o embed eal-wo ld asks,
p ac ice- i s models close gaps in adi ional didac ics and equip s uden s o manage
complex, sus ainabili y- ocused enginee ing p ojec s.
Resea ch Gap: This s udy seeks o add ess unexplo ed dimensions in he
e ec i eness o he "p ac ice i s " app oach o eaching BIM, speci ically h ough
he lens o he TAM. While p io esea ch has p ima ily ocused on pe cei ed ease o
use and pe cei ed use ulness (TAM I), he cu en in es iga ion expands he scope
by explo ing ac o s such as sel -e icacy (TAM III), job ele ance (TAM II), and he
impo ance o collabo a ion in in e disciplina y se ings. This esea ch examines
whe he gami ica ion in luences skill acquisi ion di e en ly ac oss disciplines, a
dimension absen s in exis ing s udies.
3 METHODOLOGY
The eaching concep ocuses on model-based communica ion, p o iding s uden s
wi h a simula ed eal-wo ld lea ning expe ience o os e essen ial BIM compe encies
h ough ac i e applica ion o acqui ed BIM skills [26]. S uden s gain bo h heo e ical
and p ac ical BIM expe ise. Th ough in e disciplina y coope a i e and compe ence-
based lea ning, hey de elop key skills such as model-based collabo a ion,
communica ion, and he sa e handling o BIM models.
The class is di ided in o di e en lea ning phases inspi ed by P ojec -Based
Lea ning p inciples and Kolb’s Expe ien ial Lea ning Cycle. Inco po a ing Kolb’s
cycle is belie ed o ha e posi i e e ec s on he ou come o he TAM [27] applied in
his cou se. The p og am s a s wi h an on-si e kick-o wo kshop, ollowed by weekly
i ual sessions ha include design p ocessing, li e cycle assessmen , and ene gy
e alua ion. Di iding he cou se in o phases equips s uden s wi h hands-on skills
du ing he wo kshop phase and enables hem o apply, s eng hen, and e lec on
hese skills du ing he p ojec phase. The p ojec phase is suppo ed by a ge ed
heo e ical and p ac ical ins uc ional inpu s. This allows a s imula ing al e na ion
be ween au onomous and guided lea ning expe iences. Th oughou he semes e ,
s uden s a ain skills wi hin six compe ence ields o he BIM me hodology including
model use, model c ea ion, model expo , model coo dina ion, de ini ion o s a egies
and de ini ion o equi emen s. Ac i i ies a e conduc ed in eam-based lea ning
se ings, emphasizing collabo a ion o add ess eal-wo ld p oblems and de elop
p o essional eamwo k skills.
Fig. 1. P ojec phases
Model-based communica ion is cen al ac oss all phases, wi h s uden s i e a i ely
p og essing h ough modelling, coo dina ion, and p esen a ion/ e lec ion/
documen a ion, as shown in Figu e 1.
The cou se begins wi h a wo kshop phase, including wo consecu i e wo kshops,
du ing which in e disciplina y eams i s collabo a e on a 3D iddle designed o each
basic BIM collabo a ion s a egies in a gami ied manne . P io o he eamwo k
phase, s uden s a e in oduced o essen ial echniques o model c ea ion, model
expo , model coo dina ion, and he use o he Common Da a En i onmen (CDE) by
a demons a ed example. The 3D models esul ing om he iddle a e iewed in a
VR-en i onmen . The second day ocuses on designing a small-scale p ojec . In a
h ee-hou wo king session, he eams de elop ideas o an in eg al design,
inco po a ing he açade, he in e io , he landscape, and he echnical building
sys ems. The d a s a e hen sha ed in a CDE and p esen ed o he class. A he
end o he second wo kshop, each eam’s esul s a e c i ically e iewed by
ins uc o s ac oss disciplines, encou aging cons uc i e eedback and
in e disciplina y lea ning. The wo kshops se e u he pu poses, such as building
eam cohesion, enhancing mo i a ion, and in oducing he ounda ional concep s
necessa y o he subsequen phase.
Du ing he p ojec phase, s uden s engage in h ee o e lapping s ages: he
modelling phase, he coo dina ion phase, and he p esen a ion, e lec ion, and
documen a ion phase, each wi h speci ic objec i es and ac i i ies. The s a ing poin
o he modelling phase is he 3D model o he small-scale p ojec c ea ed du ing he
wo kshops. This phase is suppo ed by a ge ed in e ac i e lec u es on BIM use,
equi emen s, and c ea ion o BIM models, as well as he p ocesses in oduced
du ing he wo kshop. S uden s eely choose hei modelling so wa e, enabling
lexibili y and c ea i i y in hei wo k. The chosen so wa e packages a ied om
A chicad, Allplan, Re i , Vec o wo ks o liNEAR.. As pa o he p ojec phase,
s uden s use he BIM me hod o conduc li e cycle assessmen s (LCAs), le e aging
i s abili y o in eg a e and analyze ex ensi e da a h oughou a building's li ecycle.
They apply co e BIM uses - model c ea ion, model use, model expo , and model
coo dina ion - o manage all ele an da a o sus ainabili y analyses. This lea ning
ac i i y equi es s uden s o en ich hei models wi h de ailed in o ma ion abou
building ma e ials and echnical se ice componen s. They hen calcula e ene gy
equi emen s and CO₂ emissions based on he inpu s, using he models o
de e mine he Global Wa ming Po en ial (GWP) o hei p oposed designs. Finally,
s uden s compa e he sus ainabili y pe o mance o all houses by calcula ing GWP
pe inhabi an pe yea .
Fig. 2. Coope a i e wo k low
In he coo dina ion phase, he CDE becomes he cen al hub o communica ion
and da a exchange. Teams upload model e isions o he o e a ching p ojec space
wi hin he CDE (Fig. 2), acili a ing discussion and collabo a ion. Communica ion is
enhanced h oughusing openBIM s anda ds such as IFC ile o ma s o models and
BCF o issue managemen , enabling e ec i e coo dina ion wi h model-checke
so wa e and adhe ence o de ined model equi emen s. In e media e design
discussions a e p esen ed and e iewed in join planning mee ings held in a i ual
space.The inal phase ocuses on p esen ing, e lec ing upon, and documen ing he
ou comes. S uden s selec a wo k low hey de eloped collabo a i ely, e lec on i
and desc ibe i using a BPMN (Business P ocess Model and No a ion) scheme. The
desc ibed lea ning s uc u e b idges heo e ical unde s anding and p ac ical
applica ion in a hands-on manne and p o ides s uden s wi h an app oachable
in oduc ion o he openBIM me hod. The p ima y elemen s o he TAM ha e been
employed wi h he objec i e o educing he ba ie s o en y o a minimum [28].
The cou se deli e ables align wi h he eaching concep , ensu ing comp ehensi e
lea ning ou comes and p ac ical applica ion o he BIM me hod. S uden s submi
indi idual and g oup p oduc s e lec ing hei p og ess h ough all phases. These
include a consolida ed BIM model o ou discipline models, a BPMN scheme
documen ing a wo k low, a li e cycle assessmen , and a BCF ile add essing
iden i ied model-issues. S uden s also documen indi idual expe iences and lessons
lea ned in a BIM jou nal. Deli e ables u he include a i ual 3D building ou and a
p esen a ion summa izing ou comes and me hodologies.
E alua ion me hods: The p ocedu e and ques ionnai e ollowed Damek e al.
(2022) [29]. S uden s comple ed he same online ques ionnai e a e he i s and las
semina sessions. The ques ionnai e measu ed he ela ionship be ween a chi ec s
and enginee s, a i udes owa ds BIM, sel -e icacy in BIM use, and s e eo ypes
abou hei own and he o he g oup. Only comple e esponses we e analyzed,
esul ing in a inal sample o 38 pa icipan s (26 a chi ec s, 12 enginee s, including
hose om Damek e al., 2022 [29]) ou o 70 cou se pa icipan s. No demog aphic
da a was collec ed, and he lis linking codes o email add esses was dele ed pos -
da a collec ion o ensu e anonymi y. Gi en he small sample size, in e en ial
s a is ics should be in e p e ed cau iously.
Measu es: The use ulness o he BIM-me hod was cap u ed wi h h ee i ems (e.g., “I
ind he use o he BIM use ul a wo k”) ha indica ed he gene al a i ude owa d he
BIM-me hod. The ease o use BIM-me hod (e.g., “I does no equi e a g ea deal o
men al e o o use he BIM-me hod”) and he in en ion o use he BIM-me hod (e.g.,
“I I could use he BIM-me hod in a u u e job, I would”) we e cap u ed wi h wo i ems
each. Sel -e icacy ega ding he use o he BIM-me hod was measu ed wi h ou
i ems (e.g., “I am con iden ha I am good a using he BIM-me hod.”). Fu he mo e,
h ee i ems measu ed s e eo ypes abou a chi ec s (e.g., highly c ea i e) and ou
i ems measu ed s e eo ypes abou Building-Se ices-Enginee ing enginee s (e.g.,
en husias ic abou echnology). All pa icipan s had o indica e o which ex en he
ai s applied o bo h g oups. Hence, he se en s e eo ypical ai s we e a ed o
a chi ec s as well as enginee s. All i ems we e a ed on a 7-poin scale anging om
1, “does no apply a all,” o 7, “does comple ely apply.” The in e nal consis ency o
all scales was a leas accep able (all C onbach’s .60 <α<.95).
Da a analysis s a egy: SPSS ( e sion 29) was used o analyze he da a. Wi hin-
subjec - es s we e compu ed o analyze change o e ime o ease, use ulness,
sel -e icacy, and in en ion. Because a ending he semina should inc ease ease,
use ulness, sel -e icacy and in en ion, we op ed o one- ailed es ing. Gene al linea
models wi h ime (be o e s. a e class) as wi hin-subjec ac o and majo
(a chi ec u e s. enginee ing) as be ween-subjec ac o we e compu ed o ease,
use ulness, sel -e icacy and in en ion o e alua e i he e we e di e ences in
lea ning achie emen be ween he wo majo s. He e, he in e ac ion e ec s a e mos
ele an . To e alua e i he same e ec o s onge s e eo ypes a e he semina
occu ed wi h he inc eased sample size, we compu ed he same mixed gene al
linea model as Damek e al. wi h he wi hin-subjec ac o s a ge (a chi ec s s.
enginee s), ime (be o e s. a e he class), and s e eo- ypicali y (yes s. no) as well
as he be ween-subjec ac o majo (a chi ec u e s. enginee ing). Bon e oni
adjus ed compa isons we e used o esol e signi ican in e ac ions. The comple e
ques ionnai e, da a and analysis sc ip a e a ailable om he au ho s on eques .
4 RESULTS
Quan i a i e analysis: S uden s’ sel -e icacy ega ding he use o he BIM-me hod
imp o ed o e ime, (37) = -3.83, p <.001. Tha is, he sel -e icacy a he end o he
class was la ge (M= 4.82, SD = 1.23) han a he beginning o class (M = 3.88, SD =
1.50). In addi ion, he inc ease o pe cei ed use ulness o he BIM-me hod o e ime
was also signi ican , (37) = -1.90, p = .033. The pe cei ed use ulness o he BIM-
me hod was la ge a e class (M = 5.41, SD = 1.05) han be o e class (M = 5.02, SD
= 1.10). Fu he mo e, he pe cei ed ease o BIM-me hod also inc eased o e ime,
(37) = -2.04, p = .02. Thus, a e he las class, pa icipan s pe cei ed a highe ease
(M = 4.42, SD = 1.55) han a e he i s class (M = 3.09, SD = 1.10).
Taken oge he , hose indings indica e ha he semina con ibu ed o s uden s’
pe cep ion ha he BIM-me hod is use ul. The inc ease in sel -e icacy and ease o
BIM-me hod also indica e ha he semina p o ides hem wi h ( he eeling o ha e)
he skills equi ed o wo k wi h he BIM-me hod. In e es ingly, he in en ion o use he
BIM-me hod did no inc ease o e ime, p = .402. Howe e , he in en ion o use BIM
was al eady a he high a e he i s semina session (M = 5.46, SD = 1.16). This
migh indica e ha he i s hands-on in e ac i e wo kshop al eady succeeded in
highligh ing he bene i s o using BIM-me hod in he u u e. Addi ional analysis
indica ed ha all e ec s epo ed up o his poin we e independen o he majo . The
analysis o he g oup s e eo ypes e ealed a main e ec o a ge , F(1,30)=4.19, p =
.050, pa -η²= .12, and s e eo- ypicali y, F(1, 30) = 81.9, p <.001, pa -η²= .73. The
e ec s indica e ha s e eo ypical ai s ecei ed highe a ings han non-s e eo ypical
ai s and ha he g oups we e judged di e en ly. In addi ion, he a ge x majo
in e ac ion was signi ican , F(1, 30) = 4.19, p < .001, pa -η²= .44. A chi ec majo s
e alua e a chi ec s highe (M = 5.27, SE = 0.15) han enginee ing majo s (M = 4.74,
SE = 0.19, p = .03), whe eas a chi ec and enginee ing majo s (M = 4.63, SE = 0.13)
e alua e enginee s simila (M = 4.99, SE = 0.17, p > .05; see Fig. 3).
Fig. 3. Asc ibed ai s by a ge and own majo (le )
Fig. 4. Asc ibed ai s by a ge majo and s e eo- ypicali y ( igh )
Fu he mo e, he a ge x s e eo- ypicali y in e ac ion was signi ican , F(1, 30) =
25.19, p < .001, pa -η²= .46, indica ing ha s e eo ypical ai s a e p esc ibed mo e
o a ge s han non-s e eo ypical ai s. In addi ion, a chi ec s a e also signi ican ly
highe p esc ibed wi h non-s e eo ypical ai s han enginee s see Fig. 4).
All o he e ec s we e no signi ican (ps > .05). Hence, he e was no change in he
s eng h o he s e eo ype o e ime - di e ing om he indings epo ed by Damek
e al., 2022 [29] based on a subsample o he da a epo ed he e.
Quali a i e analysis: The esul s consis en ly indica e ha all g oups we e able o
submi hei models as ully in eg a ed coo dina ion models. Howe e , de ici s
eme ged in he quali y o he models wi hin indi idual disciplines. Ac oss all semina s
and h oughou he h ee-yea pe iod, he o e all model quali y in ega d o in e nal
model s uc u es and le el o in o ma ion, emained cons an ly low and ela i ely
uni o m. In con as , he coo dina ion quali y among di e en disciplina y models was
gene ally s ong, unde sco ing success ul in e disciplina y alignmen . Mo eo e , as
s uden s documen ed hei indi idual expe iences in pe sonal jou nals, i became
e i iably clea ha he p ima y lea ning objec i e - acqui ing he abili y o engage in
in e disciplina y, model-based collabo a ion - was achie ed. Ne e heless, he
quali y o communica ion wi hin g oups a ied widely, a pa e n ha emained
consis en bo h wi hin each semina and o e successi e yea s.
5 CONCLUSION
The s udy is based on ini ial and inal su eys ocusing on how s uden s e alua e
hei skills and hei ole wi hin he BIM me hod acco ding o hei disciplines. The
assump ion om he ini ial su ey [29] ha s e eo ypes be ween disciplines would be
ein o ced was no con i med. Ins ead, hese pe cep ions emained ela i ely s able.
I was obse ed ha a chi ec u e s uden s ended o a e hei abili ies highe han
hose s udying Building Se ices Enginee ing. This may be a ibu ed o he p ac ical
expe ience o mas e ’s s uden s, which was assessed a he beginning o he
semes e and ac o ed in o he g oup composi ions.
Du ing he design de elopmen phase o he p ojec , a holis ic conside a ion o he
building wi h espec o sus ainabili y eme ged as a key use case, highligh ing he
po en ial o he BIM me hodology. The oppo uni y o p esen hei esul s
collabo a i ely wi hin VR p o ided s uden s wi h a no el means o showcasing and
communica ing hei design goals. The da a sugges s ha s uden s ecognized bo h
he alue and he necessi y o BIM o hei u u e p o essional p ac ice. I should be
no ed ha his educa ional o ma equi ed hem o acqui e nume ous skills
simul aneously, including echnology use, collabo a i e lea ning, and in e disciplina y
eamwo k. These compe encies align wi h he e ol ing demands o he cons uc ion
indus y.
The eaching concep o e s he po en ial o inco po a e addi ional use cases o he
openBIM me hodology, such as building documen a ion, in eg a ion wi h AR
echnologies, o collabo a ion wi h o he disciplines In i s cu en o m, he eaching
concep equi ed addi ional e o om bo h s uden s and educa o s, as well as a
shi in adi ional p esen a ion and isualiza ion p ac ices. This app oach enabled
s uden s o ully le e age he echnologies while c i ically e lec ing on hei use. The
s uden s pe cei ed his app oach as highly bene icial. No signi ican di e ences we e
obse ed be ween disciplines ega ding hei assessmen . I became clea ha
s uden s we e keen o in eg a e hese echnologies in o hei wo k lows and u he
de elop hei use.
