Abstract:

In an era where digital technologies permeate both personal and professional lives, the Architecture, Construction, and Engineering (AEC) industry has embraced innovation, notably through Building Information Modelling (BIM). As "digital natives," younger generations possess innate fluency with technology, shaping their approach to learning. This study examines the integration of digital construction technologies, more specifically Solibri Anywhere and BIMvision, into the course design of a Level 5 Construction Communication and Documentation course on the Bachelor of Construction at a tertiary institution in New Zealand. Employing document analysis and class observations, the research explores how students across Generation X to Generation Z engage with construction-specific freeware as part of their learning and course assessments. The findings reveal a preference for mobile devices, a propensity for intuitive learning through experimentation, and a keen appreciation for specialist software. Learning by intuition was strongly connected with the feeling that the software applications were relatively easy to use, although the students who found them a bit difficult engaged poorly with the formative tasks. In the context of using specialist software in construction education, this research indicates that first, general digital fluency does not necessarily translate into fluency in the use of construction-specific software applications, and second, the gap between the different generations of students is marginal or non-existent. These insights highlight the need to adapt pedagogical strategies, enhance connectivity in education delivery, and facilitate ongoing faculty upskilling to meet the evolving needs of digital-native learners.

Keywords:

Digital technologies, construction education, construction-specific freeware, digital natives.