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BEHAVIOURAL INTENTION TO USE BUILDING INFORMATION MODELLING (BIM) IN

ARCHITECTURE CURRICULUM AMONG COMMUNITY COLLEGES IN MALAYSIA

BY

NOR AKMAL BINTI MOHAMAD

A dissertation submitted in fulfilment of the requirement for the degree of Master of Education

Kulliyyah of Education

International Islamic University Malaysia

AUGUST 2020

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ABSTRACT

The use of new technology including building information modelling (BIM) has become important as tools in most architectural and constructions projects. Given this circumstances, BIM education curriculums was developed and implemented in many higher learning institutions including in community colleges of Malaysia. Even though behavioural intention to adopt BIM in the industry has been investigated, its acceptance and intention to use for students during training at higher learning institutions (HLI) has yet to be established. It is also important to investigate to what extend students in the HLI are willing to accept this new technology and use it. It is useful to find the factors that influence the behavioural intention to use BIM and the extent of these influence. Hence, this study was intended to examine the behavioural intention to use BIM among community colleges students. Using the Technology Acceptance Model (TAM), the students’ behavioural intention to use BIM was deliberated by factors such as perceived usefulness, perceived ease of use, and attitude towards the use of BIM in classrooms. This study examined the levels of the three factors which act as independent variables and the intention to use this technology as the dependent variable. It specifically answer the question of ‘Do perceived usefulness, perceive ease of use and attitude influence the intention to use BIM among students community colleges in Malaysia?’ in order to clarify whether these variables could influence their intention to use BIM. This study employed a quantitative approach using survey questionnaire method. 144 community college students from the north, south, east and west zones all over Malaysia who were undertaking the Architectural program participated in this study. The findings showed that the respondents’ behavioural intention towards BIM usage was high. They perceived that BIM as useful, easy to use and their attitude towards BIM were very positive. The result also implied that the intention to use BIM was 79% influenced by perceived usefulness, ease of use and attitude to use BIM. More importantly, all the independent variables were positive and highly correlated with behavioural intention to use BIM.

For future study, the researcher recommends applying other determinants of intention to use, employing mixed-method approach in longitudinal research and using a larger sample for the study for a more detail result. The results of the study may provide insight to educators, human resources sectors and policymakers in decision making of adoption of BIM in education.

Key words: perceived useful, perceived ease of used, attitude, intention behaviour, building information modelling

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ثحبلا ةصلاخ

جولونكتلا مادختسا حبصأ ( ينابملا تامولعم ةجذمن كلذ يف امب ةديدجلا اي

ثيح ًامهم ) BIM

ميلعتلا جهانم ريوطت مت ،كلذ ىلإ رظنلاب .تاءاشنلإاو ةيرامعملا عيراشملا مظعم يف تاودأك مدختست BIM ىلع .يزيلاملا عمتجملا تايلك كلذ يف امب يلاعلا ميلعتلا تاسسؤم نم ديدعلا يف اهذيفنتو

لا ةسارد نم مغرلا ينبتل ةيكولسلا ةين

BIM ىلع مزعلاو اهلوبق ةسارد دعب متي مل هنأ لاإ ، ةعانصلا يف

يف بلاطلا دادعتسا ىدم ةسارد ًاضيأ مهملا نم .ميلعتلاو بيردتلا ءانثأ بلاطلا لبق نم اهمادختسا ت يتلا لماوعلا ةسارد كلذكو ،اهمادختساو ةديدجلا تاينقتلا هذه لوبقل يلاعلا ميلعتلا ةسسؤم ىلع رثؤ

مادختسلا ةيكولسلا ةينلا BIM

ةيكولسلا ةينلا ةساردلا هذه تسرد ،كلذل .؟اهتاريثأت يه فيكو

مادختسلا BIM

( يجولونكتلا لوبقلا جذومن مادختساب .عمتجملا تايلك بلاط نيب TAM

مت ،)

مادختسلا ةيكولسلا بلاطلا ةين ةسارد BIM

ةلوهسو ةروصتملا ةدئافلا لثم لماوع للاخ نم

ا مادختسا هاجت فقوملا و ةكردملا مادختسلا BIM

تايوتسم ةسارد بناجب .ةيساردلا لوصفلا يف

،عبات ريغتمك ايجولونكتلا هذه مادختسا هاجت فقوملا و ةلقتسم تاريغتمك لمعت يتلا ةثلاثلا لماوعلا س كاردإ و ،ةسوململا ةدئافلا له" لاؤس ىلع ديدحتلا هجو ىلع ًاضيأ ةساردلا هذه تباجأ ةلوه

مادختسا ةين ىلع رثؤي ايجولونكتلا هذه مادختسا هاجت فقوملاو ،مادختسلاا BIM

تايلك نيب

ىلع رثؤت نأ نكمي تاريغتملا هذه تناك اذإ ام حيضوت لجأ نم' ؟ايزيلام يف يبلاطلا عمتجملا مادختسا هاجت فقوملا نايبتسلاا ةقيرط مادختساب اًيمك اًجهن ةساردلا هذه تمدختسا . BIM

.

ةساردلا هذه يف كراش ايزيلامل ةيبرغلاو ةيقرشلاو ةيبونجلاو ةيلامشلا قطانملا نم ًايعماج ًابلاط 411

مادختسا هاجت ةيكولسلا نيبيجملا ةين نأ ةساردلا هذه ترهظأ .يرامعملا جمانربلاب نوموقي نيذلا BIM ـلا نأ د ِجُو دقل ، عقاولا يف .ةيلاع تناك

BIM سلاا لهسو اًديفم ناك

هاجت فقوملاو مادخت

مادختسا مادختسا ةين نأ ىلإ اًضيأ جئاتنلا ريشت .ةياغلل يباجيإ BIM

BIM تناك 97

٪ رثأتت

مادختسا فقومو مادختسلاا ةلوهسو ةروصتملا ةدئافلاب BIM

عيمج تناك ،كلذ نم مهلأا .

مادختسلا ةيكولسلا ةينلا عم ةياغلل ةطبارتمو ةيباجيإ ةلقتسملا تاريغتملا BIM

قيبطتب ثحابلا يصوي .

مادختساو ةيلوطلا ثوحبلا يف ةطلتخملا ةقيرطلا جهنم مادختساو ، مادختسلاا ةينل ىرخأ تاددحم نيملعملل ةبقاث ةرظن ةساردلا جئاتن رفوت دق .ًلايصفت رثكأ ةجيتن ىلع لوصحلل ةساردلل ربكأ ةنيع ارقلا ذاختا يف نيكراشملا تاسايسلا يعضاوو ةيرشبلا دراوملاو دامتعاب ةقلعتملا تار

BIM .ميلعتلا يف

جذامن ءانب ، ةيكولسلا ةينلا ، فقوملا ، مادختسلاا ةلوهس ، ةروصتملا ةدئافلا :ةيحاتفملا تاملكلا

تامولعملا

.

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APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education.

………..

Madihah Khalid Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Education.

………..

Mohamad Ridhuan Abdullah Examiner

This dissertation was submitted to the Department of Department of Curriculum and Instruction and is accepted as a fulfilment of the requirement for the degree of Master of Education.

………..

Mohamad Ridhuan Abdullah Head, Department of Curriculum and Instruction

This dissertation was submitted to the Kulliyyah of Education and is accepted as a fulfilment of the requirement for the degree of Master of Education.

………..

Ainol Madziah Zubairi Dean, Kulliyyah of Education

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DECLARATION

I hereby declare that this dissertation is the result of my own investigations, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or other institutions.

Nor Akmal binti Mohamad

Signature ... Date ...

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COPYRIGHT

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

BEHAVIOURAL INTENTION TO USE BUILDING INFORMATION MODELLING (BIM) IN ARCHITECTURE

CURRICULUM AMONG COMMUNITY COLLEGES IN MALAYSIA

I declare that the copyright holders of this dissertation are jointly owned by the student and IIUM.

Copyright © 2020 Nor Akmal binti Mohamad and International Islamic University Malaysia. All rights reserved.

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below

1. Any material contained in or derived from this unpublished research may only be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system and supply copies of this unpublished research if requested by other universities and research libraries.

By signing this form, I acknowledged that I have read and understand the IIUM Intellectual Property Right and Commercialization policy.

Affirmed by Nor Akmal binti Mohamad

……..……….. ………..

Signature Date

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In the name of Allah, Most Gracious, Most Merciful When the victory of Allah has come and conquest

And you see the people entering into the religion of Allah in multitudes Celebrate the praises of the Lord and pray for His Forgiveness

He is ever Accepting of repentance 110:1-3

al faqir al hakir ilallah

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ACKNOWLEDGEMENTS

First and foremost, I would like to thank Allah S.W.T. for giving the will and resolution to conduct this study.La haula wa la quwwata illa billah.

This study would not have been possible without the guidelines, advice and help provided by my supervisor, Assoc. Prof. Dr. Madihah Khalid whom taught me the meaning of preserverance.

I would like to thank my beloved lecturers from Department of Curriculum and Instruction, the respected lecturers and officers of Kuliyyah of Education for their inspiring and encouraging efforts through their consistent and valuable support.

My humble appreciation dedicated to Jabatan Pendidikan Politeknik dan Kolej Komuniti, KPM, Bahagian Biasiswa, Bahagian Pengurusan Sumber Manusia, Pusat Penyelidikan dan Inovasi, Kolej Komuniti giving full support; supporting me tirelessly from the inception till the completion of this study. Thank you to my colleagues in community colleges, polytechnics and IIUM.

I would like to express my deepest gratitude to my backbone, Nasaruddin bin Dzulkafly and my emeralds; Izzah Hannan, Iman Alya, Raudhah, Raisah Zakiah and Muhammad Al Fateh.I feel indebted to my dear father, Tuan Haji Mohamad Musa and dearest mother, Puan Hajah Rafiah binti Zakaria and families (Hidayah, Safwah and Anilah and the list are too long!) for their endless love.

Special dedication to my dearest friend, especially to Noorshidah for your continous supportive motivation, Siti Nora Haryati for the accomodation and Nurul Afiqah for the support of transportation along my way. Last but not least, my deepest gratitude to the educators and academicians around the world who love to spread the kindness.

Jazaakallahu khairan kathiraa!

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TABLE OF CONTENTS

Abstract ...ii

Abstract in Arabic ...iii

Approval Page ...iv

Declaration ...v

Copyright ...vi

Dedication ...vii

Acknowledgements ...viii

List of Tables ...xii

List of Figures ...xiii

CHAPTER ONE: INTRODUCTION ...1

1.1 Introduction ...1

1.2 Background of Study ...3

1.3 Problem Statement ...6

1.4 Objective of the Study ...9

1.5 Research Questions ...10

1.6 Conceptual Framework ...10

1.7 Research Hypothesis ...13

1.8 Significance of the Study ...13

1.9 Delimitations of the Study ...14

1.10 Definitions of Term ...14

1.10.1 Building Information Modelling (BIM) ...14

1.10.2 Technology Acceptance Model (TAM) ...15

1.10.3 Operational Definition of Terms ...15

1.10.3.1 Perceived usefulness of BIM ... 15

1.10.3.2 Perceived ease of use of BIM ... 16

1.10.3.3 Attitude towards use of BIM ... 16

1.10.3.4 Behavioural intention to use BIM ... 16

1.11 Chapter Summary ...16

CHAPTER TWO: LITERATURE REVIEW ...18

2.1 Introduction ...18

2.2 The development of BIM technology in AEC industry ...18

2.2.1 BIM implementation in Malaysian AEC industry ...21

2.2.2 Implementation of BIM Education and Curriculum ...23

2.2.3 Challenges and barriers in implementing BIM Education and Training ...26

2.3 The concept of acceptance and intention to use technology ...28

2.4 Technology and Education from Islamic Perspective ...29

2.4.1 Acceptance and intention to use technology from Islamic Perspectives ...32

2.5 Theories related to Technology Acceptance ...34

2.6 Previous studies on Factors Influencing Intention to use technology ...38

2.7 Chapter Summary ...41

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CHAPTER THREE: METHODOLOGY ...42

3.1 Introduction ...42

3.2 Research Design ...42

3.3 Research Framework and Variables ...43

3.4 Population and Sample ...44

3.4.1 Determining Sample Size ...44

3.4.2 Sampling Techniques ...45

3.5 Instrumentation ...46

3.6 Reliability and Validity of the Instrument ...49

3.7 Data Collection ...51

3.8 Data Analysis ...52

3.9 Chapter Summary ...53

CHAPTER FOUR: FINDINGS AND DISCUSSIONS ...54

4.1 Introduction ...54

4.2 Summary of Respondents' Demographic Profile ...55

4.3 Research Objective 1.1: To examine the Level of Perceived Usefulness of BIM among the Community College students in Malaysia ...56

4.4 Research Objective 1.2: To examine the Level of Perceived Ease of Use of BIM among the Community Colleges sudents in Malaysia ...59

4.5 Research Objective 1.3: To examine The Attitude towards the use of BIM among the Community Colleges students in Malaysia ...61

4.6 Research Objective 2.0: To identify the Level of Behavioural Intention to use of BIM among the Community Colleges students in Malaysia ...62

4.7 Research Objective 3.0: To investigate The Relationship of Perceived Usefulness, Perceived Ease of Use and Attitude on Behavioural Intention to Use BIM among the Community Colleges students in Malaysia ...64

4.8 Chapter Summary ...70

CHAPTER FIVE: SUMMARY, IMPLICATIONS AND RECOMMENDATIONS ...71

5.1 Introduction ...71

5.2 Summary of the study ...71

5.3 Implications for practices...73

5.4 Conclusion ...75

5.5 Recommendation for practices ...77

5.5.1 BIM Technology Awareness ...77

5.5.2 BIM Training and Education ...78

5.5.3 BIM Education in Higher Education ...79

5.6 Limitation and Recommendation for Future Research...79

5.6.1 Applying other determinants of intention to use ...79

5.6.2 Employing mixed-method approach ...80

5.6.3 Larger sample ...80

5.6.4 Employing longitudinal research...81

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REFERENCES ...82

APPENDIX A: PERMISSION TO COLLECT DATA (IIUM) ...97 APPENDIX B: CONSENT COVER LETTER FOR SURVEY ...98 APPENDIX C: QUESTIONNAIRE ON BEHAVIORAL INTENTION TO USE BUILDING INFORMATION MODELLING CURRICULUM AMONG COMMUNITY COLLEGES IN MALAYSIA ...99 APPENDIX D: WORK SCHEDULE FOR COMPLETION OF THESIS...103

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LIST OF TABLES

Table No. Page No.

2.1 Islamic approach from aim to objective 32

3.1 Sample data from all zones 46

3.2 Items for Perceived Usefulness 47

3.3 Items for Perceived Ease of Use 48

3.4 Items for Attitude towards Use 48

3.5 Items for Behavioural Intention to Use 49

3.6 Cronbach Alpha value for Pilot Study 50

3.7 Cronbach Alpha value for the Actual Study 51

3.8 Research Questions and Data Analysis 52

4.1 Summary Statistics of Respondents 55

4.2 The level of Perceived usefulness of BIM 57

4.3 Students’ perceived usefulness toward BIM 58

4.4 The Level of Perceived Ease of Use 59

4.5 Students’ perceived ease of use towards BIM 60

4.6 The Level of Attitude towards Use 61

4.7 Students’attitude towards use of BIM 61

4.8 The Level of Behavioural Intention to Use 62

4.9 Students behavioural intention to use BIM 63

4.10 Correlation Matrix analysis of perceived used, perceived ease and

attitude on intentional behavior 64

4.11 Multiple Regression Analysis on behavior intention to use BIM 66

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LIST OF FIGURES

Figure No. Page No.

1.1 Technology Acceptance Model (Davis et.al, 1989) 11

1.2 Conceptual framework 12

2.1 A Comparison between Conventional CAD and new BIM

Approach 20

2.2 Theory of Reasoned Action (TRA) 35

2.3 Theory of Planned Behaviour (TPB) 35

2.4 Technology Acceptance Model (TAM) 36

3.1 Variables used in the Study 43

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CHAPTER ONE INTRODUCTION

1.1 INTRODUCTION

The introduction of new technologies into the lives of its citizens is normal for a country to develop, especially for a developing country like Malaysia. Technology has affected the way we do things in the modern world in virtually every aspect of life.

Technology has also changed the field of architecture and construction. Hence, education related to these disciplines must cope with the changes in the industries. In upgrading the approach to refine the needed skills, the educational field, which is involved in training of the skills must also be upgraded. Building Information Modelling (BIM) is an example of a technological system currently being used in the industry. BIM in Architecture was introduced globally since 2010 and has made an impact in Malaysia as well. It affects the educational approach to teaching new building technology programmes at universities, colleges, and institutions with technical and vocational training background.

The wave of globalization and ICT has a great impact on architecture, engineering and construction (AEC) industries all over the world. Subsequently, when Building Information Modelling (BIM) technology was introduced, it was considered as a paradigm shift within the AEC industries. BIM is a new form of digital documentation process technology that consists of holistic data about the sequential phases of the construction project at the stages of design, construction planning, construction, facility management and operations. Kumar and Mukherjee (2009) said that BIM is beneficial for estimating, scheduling as well as designing for coordination

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and operational visualization. Therefore, given its potentials and advantages, BIM technology has become a benchmark for efficiency and productivity in AEC industries and other building services (Yusuf et al., 2015). The literature shows that BIM technology has the capability to improve performance and documentation, thus enabling it to reduce inefficiencies, increase productivity, and enhance collaboration and communication (Geodert & Meadati, 2008). Apart from that, Azhar et al. (2008) noted that BIM also has the possibility to decrease project costs, increase quality, and reduce project delivery time.

Being aware of BIM technology as a potential tool for growth and development of AEC industry, Malaysian government agencies such as Public Works Department (JKR), Construction Industry Development Board of Malaysia (CIDB) , and other professional bodies, were given bigger roles under the Construction Industry Transformation Programme (CITP) to establish a productive construction industry with international standards and become a major contributor to the nation’s economic by 2020 (Enegbuma et al., 2014). Thus, one of the strategies taken by these agencies is to equip the current and future professionals and educational institutions with the necessary knowledge and skills related to BIM technology and processes. In fact, Deamer and Berstein (2011) warned that failure to provide training and education could become a fundamental setback for BIM adoption in the industry. However, despite the success of BIM, acceptance and the adoption of BIM is still low (Becerik- Gerber, Gerber & Ku, 2011), which is partly due to lack of training and education (Aksamija & Ali, 2008).

Students of community colleges in Malaysia have been exposed to BIM training since 2017 according to the syllabus adopted. They learn the subjects at the certificate level in order for them to exercise their prior knowledge of Architectural

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Technology through BIM. The training provided was proposed by the industry for their later benefits in industrial training and career development. In order to explore students perceptions about the usage of BIM, the behavioural intention to use BIM can be assessed and evaluated for the betterment of the training. This research examined the behavioural intention to use BIM among the students for teaching and learning improvement. Behavioural intention to use BIM explains the actual use of BIM by a student that lead to BIM acceptance. Behavioural intention is referred to as the measurement of the likelihood of an individual to use the application system

1.2 BACKGROUND OF THE STUDY

Based on literature, some of the barriers and challenges in construction that may lead to construction project failure include low productivity of construction projects, low quality of end projects, project delay and construction cost overrun (Forbes & Ahmed, 2011; Khosnava et al., 2013, Haron, 2013). Hence, the use of BIM technology has been projected as an instrument for the design, projection, construction and maintenance of new buildings and constructed buildings. However, BIM adoption is still low. Thus, academia and professionals asserted that training and education are important elements for speeding up the learning and usage of BIM for the industry (Yusof et al., 2015). Nevertheless, Yusof et al. (2015) believe that there are gaps between the industry’s expectations and higher education graduates. Cook (2004) claims that in order to apply BIM technology effectively, AEC professionals must be trained in multi-disciplinary skills such as construction knowledge and IT skills.

Therefore, in response to the needs of the industry, educational institutions need to revisit their curriculum so that it is aligned with the market needs and demands. In this sense, Becerik-Gerber, Gerber and Ku (2011) said that educational environments must

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maintain some similarity to the real-world practices of the industry. Thus, the design of the curriculum needs to be in line with the needs of the industry. Some scholars have suggested a few options on how BIM can be integrated into university curriculum such as 1) introducing a BIM elective or organising a workshop 2) introducing an advanced BIM focused degree program, 3) restructuring the existing curriculum to include BIM, and (4) integrating BIM into the existing construction management curriculum (Ghosh, Parrish & Chasey, 2013).

In the Malaysian higher education context, the process of teaching and learning of BIM Architecture curriculum was implemented in stages. It starts at the university level, followed by schools and colleges including community colleges. In the case of community colleges, the BIM Architecture curriculum and course were first established and introduced in 2017. The curriculum materials were designed by considering contextualization, alignment with standards, sustained student inquiry, embedded learning technologies, collaboration and discourse and assessment techniques. Scaffolds and supports for teachers can also promote deep understanding of science concepts and inquiry strategies and address the needs of diverse students (Schneider & Rivet, 2000). The course elaborated the importance to engage with current technology and as a value-added knowledge for the students to get involved in the current technology of the construction industry. Hence, BIM curriculum was being introduced to Technical Vocational Education and Training (TVET) students.

The TVET curriculum, which is being taught at community colleges aims to support students learning as well as to enact inquiry-based practices and adaptability by teachers to meet the needs of their students. The students eligible for the courses are those in the final semester of their two years duration in the Architectural Technology Program. The current implementation of the curriculum in community

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colleges uses the ‘Politeknik Taxonomy 2016’ which summarises the approach of cognitive, psychomotor and affective domain towards teaching and learning, including assessment and educational objectives. The learning outcome of the BIM course will enable the students to produce digitized building using techniques in three- dimensional BIM model through lectures, demonstration, self-learning and group activities.

However, despite the importance of BIM, many universities are facing challenges and barriers in incorporating BIM into the education system. For example, a study done by Sabongi and Farid (2009) observed that some obstacles to adopting BIM among undergraduate students include the absence of resources for additional elective courses, lack of reference materials and absence of established curricula. In addition, Šadauskien and Pupeikis (2018) found that the majority of undergraduate students do not realise the connections between the whole BIM processes. BIM education still need room for improvement in its development. Students were only exposed to the three-dimensional method in project design for the shared information models (3D). Instead of continuing to study the next level, students immediately join the industry, thus losing the opportunities to gain in-depth knowledge and skills about BIM. Hence, the availability of BIM skilful and competent workforce for employment is still lacking (Yusuf et al., 2017).

Consequently, Majid et al. (2011) noted that there are a number of factors that influence individuals’ decisions on how and when to use technology. In this sense, Suebin and Gerdsri, (2009) stated that under normal circumstances, a decision is made based on an individual’s perceptions toward new technology through social communication but with fear of changes. BTC (2005) suggested that there are five stages that influence the choice to adopt technology namely awareness, assessment,

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acceptance, learning and usage. According to BTC (2005) awareness is referred to as the knowledge gained through one's own perceptions or by means of information about the technology. On the other hand, assessment is about one’s evaluation on the usefulness and difficulty in adopting the technology. Acceptance implied ones’

decision to use or not to use the technology. Learning is when one develops some skills and knowledge to use the technology. Finally, usage refers to individuals’ ability to demonstrate the effective use of technology and conform to the adoption.

There are many models used to predict and explain technology acceptance and adoption. For example, scholars have suggested the intention model from social psychology as possible theoretical foundations for studies on the determinants of user behaviour (Fishbein & Ajzen 1975; Ajzen & Fishbein 1980). The most established models were the Theory of Reasoned Action (TRA) and the Theory of Planned Behaviour (TPB). Another popular behavioural model is the Technology Acceptance Model (TAM) that was derived from the theory of reasoned action (TRA), developed by Davis (1989). Hence, after highlighting the importance of BIM technology to the industry and in higher learning institutions, this study intended to investigate factors influencing community college students’ behavioural intention to use BIM technology.

1.3 PROBLEM STATEMENT

BIM education was introduced at the higher learning institution as one of the initiatives and efforts of the government and its agencies to produce skilled and qualified workforce for the AEC industry. The introduction of BIM pedagogy among the undergraduate students have been a growing concern among construction industry stakeholders, especially in ensuring job relevance. One of the challenges faced by the

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universities is that BIM curriculum through various pedagogical methods was too broad a subject to fit into one course (Taylor et al., 2007). Zhao et al. (2014) noted that knowing BIM technology is not enough and it is more important to have an understanding of the collaborative process of using BIM to solve practical construction problems. The adoption of BIM in a higher learning institution is also reported to be still very low (Badiru et al., 2015).

Given this situation, Wong (2015) asserted that to promote the use of BIM, it is vital for educators and students to accept the new technologies before training them to use the technologies. The overriding question is, to what extent are students in the higher learning institutions willing to accept these new technologies? On that note, scholars found that the faculty acceptance factors also hinder BIM incorporation in the school curriculum (Taylor et al., 2007; Smith et al., 2005). Becerik-Gerber et al.

(2011) noticed that some educators viewed BIM as another form of CAD program that students should learn on their own. The resistance to use of new technologies in teaching and learning could be another major barrier to collaborative teaching practice (Pressman, 2007).

Martínez-Caro et al. (2013) stated there are several factors that determine new technology acceptance and the intention to use it. Hence, with the growing dependence on technology to transform teaching and learning in educational institutions, identifying factors related to students’ intention to use technology in their learning remains a pivotal issue (Yi & Hwang, 2003). In this sense, Venkatesh et al.

(2003) asserted that the factors that could influence students’ intention to use technology may be explained by understanding their technology acceptance.

Technology acceptance can be referred to as an individual’s readiness to use technology for the work or job it is designed to support. Interestingly, many

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researchers have tried to understand what drives and motivates students to use technology. Their interest has been to understand how individuals’ beliefs about technology use may have impacted their intention to use (Teo & Wong, 2013; Wong et al., 2013).

Hence, to further understand students’ intention to use BIM technology, this study utilised the Technology Acceptance Model (TAM) to examine the relationships between users and technology. TAM was developed by Davis (1989) where he addresses how users use technology by modelling the relationships among users’

beliefs about technology use, attitudes towards using technology, and intentions to use technology. Intention is defined as the subjective probability that an individual will perform a specified behaviour. In the TAM, beliefs about technology use are represented by two variables namely perceived usefulness and perceived ease of use.

According to Davis (1989) when an individual perceives that the system will be easy to use and would assist them in their work, that individual may have the tendency to use the technology. On the other hand, perceived usefulness indicates individual perception or belief that using technology would enhance his or her job productivity (Davis et al. 1989). Fishbein and Ajzen (1975) noted that attitude refers to an individual’s degree of evaluative affect (like or dislike) toward a target behaviour. In this case, a positive attitude towards technology use would enhance the likelihood of using the teachnology.

Despite the importance of BIM adoption in the higher learning institutions, understanding the factors that may influence students’ intention to use BIM technology has yet to be deeply explored. Based on the researcher’s review of the literature, there is only a few studies done on Malaysian students’ perception towards using BIM. More importantly, considering the adverse consequences of failed

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technology change efforts such as resistance to change, technology lag, and attitudinal issues, this study aimed to fill gaps in the research of technology adoption studies by answering one overriding question which is: Do perceived usefulness, perceived ease of use and attitude influence intention to use BIM among students in community college in Malaysia?

1.4 OBJECTIVE OF THE STUDY

This study intends to investigate the behavioural intention of using BIM for architecture among community colleges in Malaysia. Factors influencing the behavioural intention of using BIM—perceived usefulness, perceived ease of use and attitude towards use—were investigated. Hence, the specific objectives are as follows:

1. To examine the level of perceived usefulness towards BIM, perceived ease of use towards BIM and the attitude towards the use of BIM among the community college students in Malaysia.

2. To identify the level of behavioural intention towards the use of BIM among the community college students in Malaysia.

3. To investigate the relationship of perceived usefulness, perceived ease of use and attitude on behavioural intention to use BIM among the community college students in Malaysia.

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10 1.5 RESEARCH QUESTIONS

1. What is the level of perceived usefulness towards BIM, perceived ease of use towards BIM and the attitude towards the use of BIM among the community college students in Malaysia?

2. What is the level of behavioural intention toward the use of BIM among the community college students in Malaysia?

3. Are there any significant relationships of perceived usefulness, perceived ease of use and attitude towards use on behavioural intention to use BIM among the community college students in Malaysia?

1.6 CONCEPTUAL FRAMEWORK

This study was based on the Technology Acceptance Model (TAM) which was developed by Davis et al. (1989) by investigating the variables relate to the community college students’ behavioural intention towards the use of BIM curriculum.

TAM proposes that individuals’ information technology adoption or acceptance behaviour could be determined by their behavioural intention. In this context, constructs such as attitude, perceived usefulness and perceived ease of use could influence the behavioural intention of using a technology, which in turn, may affect the actual system usage. Behavioural intention is defined as an individual’s readiness to accept a given task behaviour. On the other hands, perceived usefulness (PU) is referred as the degree to which a person believes that use of technology will produce better outcomes (Lee, Cho, Gay, Davidson & Ingraffea, 2003). On the other hand, perceived ease of use (PEU) is referred to as the user's perception of the amount of effort that the user has put in to utilise the system. The model suggests that perceived usefulness and perceived ease of use have a direct influence on behaviour intention.

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This was found in a study conducted by Lee et al. (2003) and Wu (2009). The model assumes that the higher levels of PU and PEU may then predict favourable attitudes which, in turn, predict intentions to use (Lucas, 1997) (refer to Figure 1.1).

Figure 1.1 Technology Acceptance Model (Davis et al., 1989)

Attitude is one’s subjective positive or negative judgment toward the use of technology. Davis (1986) proposes that attitude has an indirect influence on intention to use. He also claims that behaviour intention to use is mediated by attitude.

Nonetheless, previous studies show that attitude could have a direct influence on intention behaviour. For example, a study by Fogel and Zachariah (2017) on college students using online consumer review showed that attitude is a direct influence on intention to purchase. Apart from that, a study by Wu (2016) also showed that attitudes directly influence purchasing decisions. However, this study proposed that the perceived usefulness, perceived ease of use and attitude will all positively lead to a direct effect the behavioural intention to use BIM (as shown in Figure 1.2).

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