Evaluation and Strategies for Addressing Learner Differences in Knowledge Construction in Building Information Modeling Courses: Enhancing Education Quality

Authors

  • Dou Wen

    Faculty of Education and Liberal Arts, INTI International University, Nilai, 71800, Malaysia
  • Maryam Ikram

    Faculty of Education and Liberal Arts, INTI International University, Nilai, 71800, Malaysia

    Department of Business Administration, Faculty of Management Sciences, ILMA University Karachi, Sindh, 74900, Pakistan
  • Phawani Vijayaratnam

    Faculty of Education and Liberal Arts, INTI International University, Nilai, 71800, Malaysia
  • Lipeng Wang

    Southwest Jiaotong University Hope College. No. 8, Xuefu Avenue, Jintang County, Chengdu City 610400, China
  • Azadeh Amoozegar

    Faculty of Education and Liberal Arts, INTI International University, Nilai, 71800, Malaysia
  • Shamsiah Banu Mohamad Hanefar

    Faculty of Education and Liberal Arts, INTI International University, Nilai, 71800, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i7.9908
Received: 7 May 2025 | Revised: 29 May 2025 | Accepted: 11 June 2025 | Published Online: 11 July 2025

Abstract

This study investigates how different teaching strategies and learning methods impact learners’ knowledge construction processes in a Building Information Modeling (BIM) course, with a focus on enhancing education quality outcomes. An investigation based on qualitative data from 10 individual undergraduate and postgraduate students from China was carried out. Semi-structured interviews were conducted to obtain the data. The study employed simple random sampling for participant selection and data were analysed through NVivo. The research identifies key factors influencing learners’ engagement with BIM, including their prior experience, preferred learning styles, and the teaching methods employed. The findings reveal that students with prior experience in BIM or related fields tend to benefit more from hands-on, project-based learning, whereas students with less technical background face challenges in understanding software and applying theoretical knowledge. Collaborative learning strategies, such as group discussions and team projects, also significantly enhance knowledge construction, promoting deeper understanding and problem-solving. The study underscores the importance of personalized teaching approaches to accommodate the diverse learning needs of students and suggests incorporating emerging technologies like artificial intelligence and virtual reality to further support personalized learning and immersive experiences. One limitation is the relatively small sample size. Additionally, the study focused primarily on qualitative data, which limits the ability to generalize findings to a wider audience. Another limitation is the scope of the research, which concentrated on a specific set of BIM courses within a particular Chinese educational context.

Keywords:

Building Information Modeling; Education Quality; Knowledge Construction; Teaching Strategies; Personalized Learning; Emerging Technologies

References

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How to Cite

Wen, D., Ikram, M., Vijayaratnam, P., Wang, L., Amoozegar, A., & Hanefar, S. B. M. (2025). Evaluation and Strategies for Addressing Learner Differences in Knowledge Construction in Building Information Modeling Courses: Enhancing Education Quality. Forum for Linguistic Studies, 7(7), 236–246. https://doi.org/10.30564/fls.v7i7.9908

Issue

Vol. 7 , Iss. 7 (July 2025): In progress

Article Type

Article

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Copyright © 2025 Dou Wen, Maryam Ikram, Phawani Vijayaratnam, Lipeng Wang, Azadeh Amoozegar, Shamsiah Banu Mohamad Hanefar

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.