Peer Pressure in BIM-Based Collaboration Improves Student Learning
Publication: Journal of Civil Engineering Education
Volume 147, Issue 2
Abstract
Building information modeling (BIM)-based collaboration may be associated with peer pressure in educational settings. Peer pressure creates a challenge for educators to foster students’ BIM skills and prepare them for a career in the architectural, engineering, and construction (AEC) industry. However, the effects of peer pressure on student learning in BIM classes remain unknown. This research aims to explore how peer pressure influences student learning of BIM technology. This study designed four pedagogical scenarios to stimulate different degrees of peer pressure in a BIM class at Michigan State University, and compared student learning outcomes in the four scenarios. Results of multiple regression indicate a positive relationship between the level of peer pressure and the student learning outcome. Students exposed to a higher level of peer pressure demonstrated higher and stabler grades. Findings suggest peer pressure works as a “social magnet” to attract students to progress together. Implications are discussed for educators and practitioners to create effective learning environments and promote the diffusion of knowledge and technology.
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Data Availability Statement
Data generated or analyzed in this study are available upon request to the author.
Acknowledgments
This material is produced in part upon work supported by the National Science Foundation (NSF) Grant No. 1544171. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the NSF. The author thanks George Berghorn for his comments and Zhiting Chen for her assistance in the literature review.
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Published In
Journal of Civil Engineering Education
Volume 147 • Issue 2 • April 2021
Copyright
© 2020 American Society of Civil Engineers.
History
Received: Jul 12, 2019
Accepted: Oct 14, 2020
Published online: Dec 7, 2020
Published in print: Apr 1, 2021
Discussion open until: May 7, 2021
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