| Summary: | 碩士 === 中國科技大學 === 建築系 === 103 === Architectural drawing production and construction cost evaluation are the core business of the construction industry. They also have an interactive influence on the quality of construction projects. Currently, they are seen as two separate sectors by the construction industry; therefore, there are frequent discrepancies between the two, causing unnecessary cost increases of construction projects.
In the existing systems of architectural education, architectural drawing production and construction cost evaluation are also taught separately. In courses of the former, students are often taught basic knowledge about the architectural drawing production system and how to operate on it. In courses of the latter, students learn about fundamental construction materials, equipment specifications, construction methods, related prices (unit prices) and cost evaluation by calculating the quantity of each component based on the architectural drawings and then multiplying the quantity with the component’s unit price. In these courses, students can only learn limited and fragmented knowledge; therefore, they do not know how to effectively and systematically apply related knowledge they have acquired in actual cases.
The rapid development of information and communication technologies (ICT) has brought a diversified variety of emerging teaching and learning methods. This study explores the use of a web-based Building Information Modeling (BIM) system combined with traditional classroom-based teaching methods to help students learn related knowledge and application of construction cost evaluation by giving them a virtual construction project and allowing them to have actual operation practice in a digital environment. The mixing of traditional methods with the use of this system is intended to achieve more effective teaching and realize the benefits of mixed learning.
In addition, the theory of Technology Acceptance Model 3 (TAM3) is also used to compare and analyze the differences between expert users and novice users. Based on the dimensions of TAM3, totally eight hypotheses are developed in this study. A path analysis is conducted to examine the significance of each hypothesis and further explore the causalities between the mixed teaching system used in this study and each variable. According to the analysis results, it is found that, even though the expert users and novice users are significantly different in their “use intention”, “perceived ease of use” and “computer use anxiety”, all their “perceived usefulness”, “perceived ease of use” and “use intention” regarding the mixed teaching system used in this study are positively correlated. This finding indicates the interactive mixed teaching system used in this study is accepted by both the expert users and the novice users.
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