Personal BIM Transformation of Digital Natives: The Case of Obafemi Awolowo University Students

Abstract

The inventive attitude and technological proficiency of digital natives may influence the future of building information modeling (BIM) education and implementation. This study examined the BIM self-efficacy, BIM learning abilities, and BIM competencies of digital natives to identify a roadmap for their personal BIM transformation. This investigation was executed as hypothetico-deductive research. This study formulated hypotheses grounded in self-directed and cognitive learning theories, collecting data from 768 students in architecture, engineering, and construction at Obafemi Awolowo University within the faculties of engineering and built environment to validate or invalidate the hypotheses. The hypotheses were evaluated by path-structural equation modeling. The study’s findings indicate that the positive experiences derived from BIM practices and peer interactions are essential for bolstering digital natives’ confidence in their BIM competencies. The research on the BIM abilities of digital natives indicated that they necessitate a robust foundation in the extraction, analysis, and management of digital information. The research identified significant relationships among BIM teaching methodologies, learning types, and the learning methods of digital natives.