BIM and game engines for engineering online learning

Sanchez, Benjamin; Ballinas-González, Romeo; Rodríguez-Paz, Miguel X.

doi:10.1109/educon52537.2022.9766711

Cited by 4 publications

(2 citation statements)

References 19 publications

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“…They demonstrate "the positive perception from the students." [12]. Similarly, Sa Tsai et al reported improved understanding of BIM modeling processes through the use of self-paced BIM learning courses [13].…”

Section: Literaturementioning

confidence: 96%

Robotic Process Automation to Increase Teaching Efficiency in Higher Education

Gregor Grunwald

2024

jes

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Digitalization is advancing and changing our world, and with it the whole economy. Universities must meet this changing demand with new training offers. The AUFLADEN (Charging) project, funded by the Stiftung Innovation in der Hochschullehre, is developing new training formats for students involved in construction planning, predominantly students of architecture and civil engineering. One of the questions of the research project and the subject of this article is whether and how Robotic Process Automation (RPA) can be integrated into teaching as a learning tool to support students specifically and individually in learning software applications through automation. For this purpose, so-called self-learning knowledge Nuggets were developed. RPA makes it possible to have operating steps carried out computer-aided, a technology that is becoming popular to simplify recurring work processes. By slowing down this automation process, the user can study and imitate necessary steps. In a case study it is determined whether better learning results can be achieved by this training method. The results are that the learning speed increases and the teaching effort decreases. This encourages the use of automation technology to free teaching from method teaching and to use the precious teaching time for higher learning targets.

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Section: Literaturementioning

confidence: 96%

Robotic Process Automation to Increase Teaching Efficiency in Higher Education

Gregor Grunwald

2024

jes

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“…Moreover, it is also believed that the improvement of BIM education will greatly impact improving BIM awareness and acceptance and will encourage those countries to integrate BIM technology into the AEC industry further. Scholars in many countries believe that BIM education needs to be improved through popularization of digitalization and improvement of BIM education that can positively affect contextualized learning and the improvement of BIM awareness and promote the development of BIM technology [ 19 , 20 , 21 , 22 , 23 , 24 ]. The overwhelming development trend of BIM technology makes colleges and universities pay more attention to cultivating BIM technical talents [ 25 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Building Information Modeling Learning Behavior of AEC Undergraduate Students in China

Peng

et al. 2022

Behavioral Sciences

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With the popularization and application of Building Information Modeling (BIM), the demand for BIM technical talents in the construction industry is increasing. Exploring college students’ BIM technical learning behavior is of great practical significance to improve education activities. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT), this research adds learning attitude variables to construct a theoretical model of influencing factors of college students’ BIM technology learning behavior. Chinese undergraduate students were asked to complete online questionnaires through peer-to-peer contact with sample colleges and universities. Finally, 1090 valid questionnaires were obtained. The students were sampled from research-oriented, applied research-oriented, application-oriented, and private research-oriented universities in seven regions of China: northeast, north, east, south, central, northwest, and southwest. The structural equation model was used to analyze the sampling data. The results indicate that college students’ BIM learning attitude, performance expectations, and social influence positively and directly impact their learning intention, which indirectly impacts their learning behavior. At the same time, promoting factors and learning intention demonstrate a significant positive and direct impact on learning behavior. Therefore, the following suggestions have been put forward to enhance college students’ learning motivation for BIM technology: increase the popularization of BIM technology in colleges and universities and improve the operation level of full-time BIM teachers. The latter enables colleges and universities to continuously and stably export qualified BIM technical talents to society and the market, resulting in a continuous industry development cycle.

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