Influence of BIM-Based Teaching Methodology on the Spatial Abilities of Construction Engineering Students

Spatial visualization skills are considered essential for a variety of professional careers, especially those related with architecture, engineering, and construction (AEC). A number of studies have proven that these skills are progressively acquired by AEC students during their years in college, be...

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Detalles Bibliográficos
Autores: Pulido Arcas, Jesús Alberto, Martínez Rocamora, Alejandro, Folgar Erades, Alejandro
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/163140
Acceso en línea:https://hdl.handle.net/11441/163140
https://doi.org/10.20868/abe.2021.3.4732
Access Level:acceso abierto
Palabra clave:Spatial Skills
Quantitative Analysis
Collaborative Learning
BIM
Chile
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spelling Influence of BIM-Based Teaching Methodology on the Spatial Abilities of Construction Engineering StudentsPulido Arcas, Jesús AlbertoMartínez Rocamora, AlejandroFolgar Erades, AlejandroSpatial SkillsQuantitative AnalysisCollaborative LearningBIMChileSpatial visualization skills are considered essential for a variety of professional careers, especially those related with architecture, engineering, and construction (AEC). A number of studies have proven that these skills are progressively acquired by AEC students during their years in college, being necessary specific pedagogical approaches for this purpose. Other 3D native design software has been proved to exert a positive influence on the spatial abilities of students in several fields, such as fine arts or civil engineering. In the field of AEC, BIM software stands out as an appropriate tool for this purpose, as it supports 3D-native design. This study was conducted to clarify the influence that working with BIM models has on the spatial abilities of the students to visualize constructive components in 3D; it was hypothesized that the effect would be positive to some extent, as in similar disciplines. To that end, an experiment was conducted with 73 undergraduate students in construction engineering, who attended an intensive 4-week workshop where they had to work with BIM models. The improvement in their spatial abilities was measured by the Mental Rotation Test (MRT) and, besides, a satisfaction survey was conducted. The results indicate that MRT scores improved between 3.8% and 15.5% and that students felt highly satisfied with this pedagogical approach. These results aim to help in implementing BIM in the academic curricula to maximize the educational outcomes of the students while gathering their assessment of BIM-based teaching methodologiesUniversidad Politécnica de MadridConstrucciones Arquitectónicas II2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/163140https://doi.org/10.20868/abe.2021.3.4732reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésAdvances in Building Education, 5 (3), 9-25.https://dx.doi.org/10.20868/abe.2021.3.4732info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1631402026-06-17T12:51:07Z
dc.title.none.fl_str_mv Influence of BIM-Based Teaching Methodology on the Spatial Abilities of Construction Engineering Students
title Influence of BIM-Based Teaching Methodology on the Spatial Abilities of Construction Engineering Students
spellingShingle Influence of BIM-Based Teaching Methodology on the Spatial Abilities of Construction Engineering Students
Pulido Arcas, Jesús Alberto
Spatial Skills
Quantitative Analysis
Collaborative Learning
BIM
Chile
title_short Influence of BIM-Based Teaching Methodology on the Spatial Abilities of Construction Engineering Students
title_full Influence of BIM-Based Teaching Methodology on the Spatial Abilities of Construction Engineering Students
title_fullStr Influence of BIM-Based Teaching Methodology on the Spatial Abilities of Construction Engineering Students
title_full_unstemmed Influence of BIM-Based Teaching Methodology on the Spatial Abilities of Construction Engineering Students
title_sort Influence of BIM-Based Teaching Methodology on the Spatial Abilities of Construction Engineering Students
dc.creator.none.fl_str_mv Pulido Arcas, Jesús Alberto
Martínez Rocamora, Alejandro
Folgar Erades, Alejandro
author Pulido Arcas, Jesús Alberto
author_facet Pulido Arcas, Jesús Alberto
Martínez Rocamora, Alejandro
Folgar Erades, Alejandro
author_role author
author2 Martínez Rocamora, Alejandro
Folgar Erades, Alejandro
author2_role author
author
dc.contributor.none.fl_str_mv Construcciones Arquitectónicas II
dc.subject.none.fl_str_mv Spatial Skills
Quantitative Analysis
Collaborative Learning
BIM
Chile
topic Spatial Skills
Quantitative Analysis
Collaborative Learning
BIM
Chile
description Spatial visualization skills are considered essential for a variety of professional careers, especially those related with architecture, engineering, and construction (AEC). A number of studies have proven that these skills are progressively acquired by AEC students during their years in college, being necessary specific pedagogical approaches for this purpose. Other 3D native design software has been proved to exert a positive influence on the spatial abilities of students in several fields, such as fine arts or civil engineering. In the field of AEC, BIM software stands out as an appropriate tool for this purpose, as it supports 3D-native design. This study was conducted to clarify the influence that working with BIM models has on the spatial abilities of the students to visualize constructive components in 3D; it was hypothesized that the effect would be positive to some extent, as in similar disciplines. To that end, an experiment was conducted with 73 undergraduate students in construction engineering, who attended an intensive 4-week workshop where they had to work with BIM models. The improvement in their spatial abilities was measured by the Mental Rotation Test (MRT) and, besides, a satisfaction survey was conducted. The results indicate that MRT scores improved between 3.8% and 15.5% and that students felt highly satisfied with this pedagogical approach. These results aim to help in implementing BIM in the academic curricula to maximize the educational outcomes of the students while gathering their assessment of BIM-based teaching methodologies
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/163140
https://doi.org/10.20868/abe.2021.3.4732
url https://hdl.handle.net/11441/163140
https://doi.org/10.20868/abe.2021.3.4732
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Advances in Building Education, 5 (3), 9-25.
https://dx.doi.org/10.20868/abe.2021.3.4732
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidad Politécnica de Madrid
publisher.none.fl_str_mv Universidad Politécnica de Madrid
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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