Abstract

This study assessed the impact of digital technologies on learning outcomes in Building
Technology Education at Federal Polytechnic Offa, Kwara State, Nigeria. The integration of tools
such as Building Information Modeling (BIM), Computer-Aided Design (CAD), Virtual Reality
(VR), and Artificial Intelligence (AI) has transformed teaching and learning processes; however,
empirical evidence on their influence on students' learning experiences, skill acquisition, and
career preparedness remains limited. A descriptive survey research design was adopted. The
sample comprised 100 Building Technology students of both Higher National Diploma (HND) and
National Diploma (ND), including 25 each from ND1, ND11, HND1, and HND11, ensuring
representation across levels. Data were collected using a structured 5-point Likert scale
questionnaire covering frequency of use, perceived effectiveness, challenges, and career
readiness. The instrument was validated and tested for reliability using Cronbach's Alpha, yielding
coefficients of 0.81, 0.84, 0.79, and 0.83 across sections, indicating acceptable internal
consistency. Data were analyzed using mean and standard deviation. Findings revealed that
digital technologies enhance visualization, understanding, and collaboration, although
challenges such as limited software access, inadequate training, and infrastructural constraints
persist. The study recommends improved access and integration of digital technologies to enhance
learning outcomes and industry relevance.

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