By Xi Lin
In the rapidly evolving world of construction, the integration of digital surveying technologies has become essential. From drones and LiDAR to terrestrial laser scanning, these tools are not just changing the industry—they’re also transforming how we educate the next generation of construction engineers. A recent study by Na et al. (2025) explores how undergraduate students perceive and learn from these emerging technologies, using a combination of the Unified Theory of Acceptance and Use of Technology (UTAUT) and Bloom’s Taxonomy. Let’s dive into the findings and see what they mean for the future of construction education.
The Study: A Blend of Theory and Practice
The study was conducted in an undergraduate construction surveying class, where students interacted with a range of technologies, including traditional total stations and advanced tools like terrestrial laser scanning, drones, and mobile LiDAR. The researchers used two post-course surveys to gather data: one based on UTAUT to measure technology acceptance, and another based on Bloom’s Taxonomy to assess self-perceived cognitive learning outcomes.
Key Findings: Technology Acceptance vs. Perceived Learning
Technology Acceptance (UTAUT)
The study found that students generally accepted new technologies, but acceptance varied by tool. The laser scanner had the highest acceptance scores, followed by other advanced tools. However, the total station, which was used extensively in hands-on lab activities, was perceived as the most influential in enhancing learning. This suggests that while students appreciate the potential of advanced technologies, hands-on experience with traditional tools remains crucial for learning.
Perceived Learning Outcomes (Bloom’s Taxonomy)
The study revealed a gap between technology acceptance and perceived learning gains. Lower-order skills, such as knowledge and comprehension, were strengthened in structured labs, while higher-order thinking skills, like analysis and synthesis, emerged more unevenly in open-ended labs. This indicates that the mode of student engagement with technology is more important for learning than the sophistication of the tools themselves.
The Role of Experiential Learning
The study underscores the importance of experiential learning in construction education. By embedding UTAUT and Bloom’s Taxonomy within an authentic learning environment, the researchers provided a mechanism for assessing technology-enhanced learning. The findings suggest that structured labs are effective for building foundational skills, while open-ended labs can foster higher-order thinking skills, albeit with some variability.
Practical Implications for Educators
For engineering educators, the study offers a pragmatic model for integrating traditional, semi-structured, and open-ended labs to develop both technical proficiency and cognitive skills. Here are some key takeaways:
1. Hands-On Experience: Ensure repeated, hands-on use of central technologies before introducing open-ended problem-solving activities.
2. Reflective Activities: Incorporate structured reflection exercises and iterative rounds of feedback to develop higher-order cognitive skills.
3. Balanced Exposure: Use consumer-grade technologies as stepping stones to build familiarity before transitioning to professional-grade tools.
4. Alignment with ABET Outcomes: Pair each lab with targeted Bloom levels and relevant ABET student outcomes to support intentional, progressive skill development.
The Future of Construction Education
The study highlights the need for a balanced approach to integrating technology in construction education. While advanced tools like drones and LiDAR offer exciting possibilities, traditional tools and hands-on experience remain essential for building foundational skills. By combining structured labs with open-ended, experiential learning, educators can create a learning environment that fosters both technical proficiency and higher-order thinking skills.
As the construction industry continues to evolve, so too must our educational approaches. The findings from this study provide valuable insights for educators seeking to integrate technology effectively, ensuring that the next generation of construction engineers is well-equipped to navigate the industry's digital future.
Are you ready to transform your construction education program? The future is here, and it’s time to embrace it.
Reference
Na, R., Aljagoub, D., Zhao, T., & Lin, X. (2025). Technology Acceptance and Perceived Learning Outcomes in Construction Surveying Education: A Comparative Analysis Using UTAUT and Bloom’s Taxonomy. Education Sciences, 16(1), 45. https://doi.org/10.3390/educsci16010045
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