## 3 Results
### BIM Use and Acquired Skills  
**Using questions Q15:** Q16, Q17, Q18, and Q19 in Table 2, the students' perceptions of the contribution of their BIM use and acquired skills was studied. A factor analysis was performed to reduce the number of variables. The number of extracted factors was three, and the factors explained  
Figure 4: Agglomerative hierarchical clustering (AHC): Students’ views on the use of BIM and the three-dimensional (3D) tool during the second implementation phase. (**a**) Evolution of variance; (**b**) dendrogram and (**c**) profile plot. 91.26% of the variance. After varimax rotation, factor DO1 was observed to be associated with variable Q19; factor DO2 was associated with variables Q15 and Q17; and factor DO3 was associated with variables Q16 and Q18 (Table 4). The factor loadings are shown in Figure 5. The obtained KMO was 0.843, and Cronbach's alpha was 0.909. The factor loadings and the scree plot are shown in Figure 4. \begin{table}
\begin{tabular}{c c c c} \hline \hline
**Question** & **DO1** & **DO2** & **DO3** \\ \hline Q15 & 0.440 & 0.709 & 0.467 \\ Q16 & 0.215 & 0.327 & 0.874 \\ Q17 & 0.238 & 0.912 & 0.283 \\ Q18 & 0.520 & 0.308 & 0.663 \\ Q19 & 0.895 & 0.291 & 0.269 \\ \hline \hline \end{tabular}
\end{table} 
Table 4: Factor analysis questions about the BIM contribution and acquired skills: Factor pattern after varimax rotation. Figure 5: Factor analysis: Students’ opinions regarding the use of BIM and the skills acquired during the second implementation phase. (**a**) Scree plot; (**b**) factor loadings after varimax rotation. The DO1 factor could be interpreted as \"BIM's contribution to teamwork\", DO2 as \"BIM's contribution to the technical project subject\", and DO3 as \"BIM's contribution to the development of the global skills of an industrial engineer\". An AHC analysis was performed using factors DO1, DO2, and DO3, distributing the students into six classes. Figure 6 shows the dendrogram, the within-class variance according to the number of classes, and the profile. The full dendrogram displays the progressive clustering of samples. The dotted line represents the truncation, which led to six groups: Cluster 1 (displayed in dark green), cluster 2 (displayed in violet), cluster 3 (displayed in purple), cluster 4 (displayed in red), cluster 5 (displayed in blue), and cluster 6 (displayed in green). The horizontal axis represents the samples, while the vertical axis represents the dissimilarity coefficients. The samples are identified by two numbers; the first represents the year, and the second represents the order number. The results reflect a within-class variance of 35.01% and a between-class variance of 64.99%. Clusters 1 and 3 had the highest number of students (38% and 30%, respectively), followed by 2 (15%), 4 (9%), 5 (4%), and 6 (4%). Figure 6: _Cont._  
Cluster 1 (38% of the sample) groups the students with a high average perception of BIM's contribution to teamwork (variable DO1) and average values regarding BIM's contribution to the technical project subject (variable DO2) and its contribution to the skills of an industrial engineer (variable DO3). Cluster 3 (30% of the sample) groups the students who did not consider BIM's contribution to teamwork (DO1) important and considered the other variables moderately important. Cluster 2 (15% of the sample) contains students who perceived that BIM had an important contribution to the technical project course (DO2) and to the skills of an industrial engineer (DO3) but did not consider BIM's contribution to teamwork (DO1) so important. Cluster 4 (9% of the sample) contains students who consider BIM's overall contribution to the skills of an industrial engineer to be the least important (DO3), its contribution to the technical project subject (DO2) important and its contribution to teamwork (DO1) moderately important. Cluster 5 (4% of the sample) groups students who considered BIM's contribution to the technical project subject (DO2) least important and considered only BIM's contribution to teamwork important (DO1).