Technology Acceptance and Perceived Learning Outcomes in Construction Surveying Education: A Comparative Analysis Using UTAUT and Bloom’s Taxonomy

Abstract

Rapid adoption of digital surveying technologies in construction has highlighted the need for engineering education to equip students with technological competency as well as higher-order problem-solving skills. This experiment explores undergraduate students’ acceptance of emerging surveying technologies and their perceived learning results within a constructivist framework of experiential learning. Thirty-six students in a required construction surveying class interacted with traditional and advanced technologies such as total stations, terrestrial laser scanning, drones, and mobile LiDAR through structured, semi-structured, and unstructured lab activities. Data were gathered based on two post-course surveys: a technology acceptance survey grounded in Unified Theory of Acceptance and Use of Technology (UTAUT) and a self-perceived cognitive learning outcome survey through Bloom’s Taxonomy. Qualitative analysis along with quantitative analysis indicated a gap between technology acceptance and perceived learning gains. Laser scanner had the greatest acceptance scores followed by other advanced tools. Total station (widespread in hands-on lab activities) was perceived to have been most influential in terms of enhancing learning. Lower-order skills were strengthened in structured labs, while higher-order thinking emerged more unevenly in open-ended labs. These findings underscore that the mode of student engagement with technology matters more for learning than the sophistication of the tools themselves. By embedding UTAUT and Bloom’s Taxonomy in an authentic learning environment, this experiment provides engineering educators a mechanism to assess technology-enhanced learning and identifies strategies to facilitate higher-order skills aligned with industry needs.