The effect of performance expectancy on BIM learning performance throughout the mediation role of learning intention

Building Information Modelling (BIM) is a new technology with transformative capabilities in the AEC industry. Increasing emphasis is being placed on integrating this technology into vocational education to enhance students' employment opportunities and industry readiness. Founded upon the Unified Theory of Acceptance and Use of Technology (UTAUT) and Technology Acceptance Model (TAM), this study has examined the effect of performance expectancy (PE) on vocational college students' BIM learning performance (BLP) through intention to learn BIM (ILB) as a mediating variable. A quantitative cross-sectional survey design collected data from 190 students enrolled in BIM-related courses across China. Upon employing exploratory factor analysis, correlation, and multiple regression analyses, the assumption of unidimensionality along with internal consistency of the Greater PE, ILB, and BLP constructs were corroborated. The findings revealed that PE has no direct relationship on BLP, but PE has a strong effect on ILB, which then positively impacts BLP, thus indicating the presence of full mediation. These results underscore the critical role of students’ motivational and career-driven expectations in shaping their engagement with BIM technologies. The study contributes to the theoretical advancement of UTAUT and TAM in vocational learning contexts and offers practical recommendations for curriculum designers, educators, and policymakers to foster BIM proficiency through enhanced student motivation and goal alignment.