# A Study on the Constructivism Learning Method for BIM/IPD Collaboration Education
## 3 Theoretical Considerations
### Constructivism Learning Hypothesis Experiment to Test BIM Collaboration  
In the educational experiment, a multiple regression analysis was performed. This was to measure the satisfaction of the constructivism learning theory and to measure factors that had a significant relationship with constructivism learning theories for BIM collaboration.  
The educational experiment was conducted by K University students in the 4 th grade (10 teams of 3 students; 30 students). In conducting the remodeling project based on BIM conversion design in the \"BIM Design\" course, students were given the roles of \"Design\", \"Engineering\", and \"CM\", and were provided missions and guidelines. In addition, students were asked to propose a \"5% reduction in volume\" plan by simultaneously using Constructivism Learning Theories in terms of Flipped Learning, Role-Playing Learning, Project-Based Learning, and Problem-Based Learning, as shown in Figure 2.  
To measure satisfaction, [PERSON]'s ARCS training motivation question was used [28]. In order to examine the difference between the satisfaction level of the experiment (out of 5) and the pre/post score, a T-test based on the corresponding sample was conducted. As a result of comparing the average values of the results, \"attention\" (2.7\(\rightarrow\)3.6), \"relevance\" (2.3\(\rightarrow\)3.0), \"confidence\" (2.7\(\rightarrow\)3.0), and \"satisfaction\" (3.2\(\rightarrow\)3.3) improved. However, in terms of the satisfaction factor, minor changes were observed. Afterward, a Focus Group Interview (FGI) was performed, and according to the results of FGI, technical problems were satisfied through collaboration, but satisfaction in regard to practical problem solving was not improved.  
The second correlation measurement aimed to identify the educational methods that affect the educational factors that have the most significant relationship with collaboration among the constructivism education theories. For collaboration, a Pearson correlation analysis was conducted on the measurement variables. Pre-and Post-Class Feedback learning stage (r = 0.687, \(p<0.001\)), In-Class and In-Class Feedback (r = 0.663, \(p<0.001\)), the Role-Playing learning method (r = 0.697, \(p<0.001\)), Project-Based Learning (r = 0.677, \(p<0.001\)), and collaboration were found to have a positive correlation. As a result of performing a multiple regression analysis by the stepwise method, the Role-Playing Learning method (\(p=0.003\)) showed the greatest influence on collaboration, where the stronger the Role-Playing Learning method (= 0.485), the higher the collaboration. In addition, when In-Class and In-Class Feedback (\(p=0.009<0.05\)) were higher (= 0.417), the collaboration was higher as well.  
Figure 2: Hypothesis model of “Constructivism Education Theory (CCP)” for building information modeling (BIM) collaboration.  
Clear role definition, project continuity in class, and feedback appeared to be factors that enhance the strength of collaboration.  
In other words, among the constructivism education theories, the most influential method of education was Role-Playing learning, and the most significant relationship with collaboration was the clear definition of role, continuity of project within class, and feedback.