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Effect of Revit and AutoCAD Softwares on Students' 3D Skill Performance in

Modelling Building Drawings in Technical Colleges in Akwa Ibom State

James Adinoyi Joshua, PhD

Department of Building/Woodwork Technology
Kogi State College of Education (Technical) Kabba

Aniedi Daniel Usoro PhD

Department of Industrial Technology Education
Faculty of Vocational Education, Library and Information Science
University of Uyo

Dimkpa Igwebuike Edward, PhD

Department of Electrical/Electronics
Federal College of Education (Technical) Omoku,
Rivers State

Abstract.
The purpose of this study was to determine the effect of Revit and AutoCAD software on
students'3D skill performance in modeling building drawings in Technical Colleges in Akwa-
Ibom State. Three specific objectives, there research questions, three null hypothesis guided
the study. The study adopted the quasi-experimental design of non-randomized pre-test, post-
test control group. The population of the study was 320 students comprised all building
construction students in senior technical three in the six technical colleges in Akwa Ibom State.
The sample consists of 134 Senior Technical lll building and construction work students
Purposive sampling technique was used to select the two schools from six technical colleges in
the study. From the two schools, two intact classes were assigned to treatment and control
groups. Data for the study were collected during the practical sessions of the instruction using
the researcher developed instrument called 'Building Drawing Modeling Skilled
Checklist'(BDMSC) The instrument developed was face and content validated by three experts
in the faculty of education. The scores obtained from the trial-test were subjected to item
analysis to determine the reliability index of the instrument. Reliability co-efficient of the
instrument was determined using Cronbach Alpha method. The result showed reliability co-
efficient of 0.87. The data collected were analyzed using mean, standard deviation to answer
the research questions. Analysis of Covariance (ANCOVA) at 0.05 probability level was used
to test hypothesis. The finding revealed that the use of Revit and AutoCAD has a significant
effect on 3D skill performance in Modeling Building Drawings. The study shows that students
taught modeling building drawing using Revit software performed better than students taught
using AutoCAD.

Keywords: Revit, AutoCAD, Skill performance, Modelingdrawing, Students.

Introduction

In the field of design, ideas and plans are formed in the designer's mind, but to be
transformed into reality, they have to be communicated to others. Although a designer may
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have a great idea, it must be effectively communicated or it will remain just an idea and never
move beyond conception. Building designers and other professionals in the building industry
use drawings as the primary means of developing and communicating their ideas. Designers
and architects do a lot of sketching and drawing. They develop their skills in freehand drawing
by sketching existing objects and spaces in the environment. These same skills of observation
and sketching are then used in visualizing design for new spaces and objects. According to
David(2014), building drawing is important as it often easier to explain building details by
drawings or sketches than by written description. Drawings, thus forms an effective mean of
communication and drawings constitute an essential working basis for any building project.
.Architectural drawings can be grouped into three basic drawing type: drawing as idea
generation, drawing as a design and presentation medium and drawing as a guide for the
construction process. There are distinct differences between each of these types, yet they all
contain some common drawing tools, techniques, standards and graphic language.

Idea generation assists the designer in working through and visualizing the solution to
a problem. Designers use many different types of drawings to generate and bring to reality their
creative ideas. These drawings can be in the form of quick freehand sketches illustrating
different kinds of views. Many times, these types of drawings are not shown to clients but are
used solely to help designers shape their ideas. The drawings are not intended to be the final
solution to a problem but rather to allow the designer to explore alternative or define an idea.
They also help to record a designer's two- and three-dimensional thinking. These concept
sketches and drawings are part of sequence of design steps referred to as the design process.
Once a designer has developed an idea to a point that visual commination is needed to show it
to the client or others, new drawings must be created for use as presentation media. These
drawings depict the parameters of an idea in more detail, yet are not totally worked out to point
that they serve as an accurate construction guide. Design drawings can range from pictorial
renderings of an idea to rendered plan views of a building’s interiors. Drawings serve as prime
means of communication for constructing buildings, interior spaces, cabinets, furniture, and
other objects. Construction drawings are scaled, detailed, and accurate representations of how
an object looks and how it is constructed, as well as the materials used. The drawings follow
established architectural graphic conventions to indicate sizes, material and related information
that are needed to bring the objects or spaces into reality. The builder needs clear concise
drawings that are directly related to different views of an object such as plans, elevations and
sections.

Drawings remain the primary means by which architects communicate their ideas to
clients, craftsmen or within the design team. The way these drawings are created has evolved
over time and is still evolving on a daily basis. The advent of computer-aided design commonly
referred to as CAD has revolutionized the building design industry. CAD, or computer-aided
design, refers to any software used by architects, engineers, or construction manager to create
precision drawings or illustration of a new buildings as either two-dimensional drawing or
three-dimensional models. CAD did not change the design process, but the tools and equipment
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in the building design as well as the skills and techniques employed in the design. Drawing is
an individual expression and digital media for more diversity of interpretation and allows
designers to explore the 'drawing as artifact'.

Digital media processed by CAD now offers unprecedented opportunities for

architectural drawing and has adapted to a modern construction industry that has on the whole
moved away from traditional crafts. In so doing, drawings have necessarily become
diamensionally more precise. David (2014) asserted that where once artisanal experience and
craft tradition would underpin the translation of a land drawing into carefully crafted building
elements, digital drawings now determine every detail of production, with little room for
creative development during manufacture or construction. Input at full scale, digital drawings
can describe a whole building in precise detail like never before. The new medium not only
offers liberation to imagine new forms, but also the means to deliver complex forms on the
site,by 'cascading' precise information to fabricators and constructors (David,2014). Each
architectural design software is targeted at different needs, and choosing the best one for the
designer depends on many factors such as cost, compatibility on the drawing process. However,
thus study considers the REVIT and AUTOCAD software.

Revit is building design software for Building Information Modelling (BIM).Revit

supports a multidiscipline building design process for collaborative design. Its powerful tools
let designers use the intelligent model-based process to plan, design, construct and manage
buildings and infrastructure. Architects and drafters can use Revit to an idea from conceptual
design to construction documentation within a single software environment. It allows one to
sketch freely, create 3D forms quickly and manipulate forms interactively. The software creates
floor plans, elevations, sections, 3D views and more all based on specifications design. It helps
to optimize building performance outcomes by analyzing materials, quantities, sun position,
and solar effects. Revit generates stunning visualizations and walk-through to effectively
communicate designs. Revit enables the user to create a dynamic database model which is tied
to geometry, with constraints on connected features that adjust parametrically. With the advent
of Revit, architectural firms could change elements once in a project and have that triple
through all affected views of the model (Autodesk,2017). Revit supports a multi- discipline
design process for collaborative design including features for architecture. MEP, structural
engineering and construction. The powerful tools in Revit provide an intelligent model-based
process to plan, design, visualize, construct and manage buildings and infrastructure. As a
collaborative tool, Revit is used by each discipline with the unique perspective of completing
that discipline's task. Revit revisions are assigned to clouds and numbered on sheets.(Applied
Software,2020). Revit software produces consistent, coordinated and complete model-based
building design and documentation. It automatically updates floor plans, elevations, sections
and 3D views. It uses 3D visualizations to see a building before it is built. In using Revit to
design, it model building components analyze and simulate systems and structures, and iterate
designer generate documentation from Revit to model in terms of visualizing. Revit
communicates design intent more effectively to project owners and team members by using
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models to create high-impact 3D visuals. With respect to collaboration, multiple project

contributors can access centrally shared models. This results in better coordination which helps
reduce clashes and rework (Matt, 2019).

AutoCAD, on the other hand is a CAD-type software oriented to drawing and modeling
in 2D. It allows the creation and modification of geometric models with an almost infinite
capacity to develop all types of structures and objects. The ability to work in different fields
has made AutoCAD transcend its traditional use in the world of architecture and building
design. Currently, AutoCAD has a multitude of specialized auxiliary tools which cover every
kind of industrial fields related to 2D design and modeling. AutoCAD is an interactive drafting
software package developed for construction of objects on a graphics display screen. The use
of this software for construction is important in terms of neatness, fitness and accuracy unlike
the traditional teaching method Ituses primitive entities such as lines, polylines, circles, arcs
and text as the foundation for more complex object.(Wikipedia, 2007).

AutoCAD is one of the most powerful and widely used CAD software which can
perform nearly any graphics task. AutoCAD and Revit are widely used by architects and
drafters when designing buildings. Both software packages can be used to create construction
plans, but there are also important differences. The main difference between these programs is
that AutoCAD is a tool used to draw 2D line data for the purposes of a 2D product such as a
paper set of Permit Drawings. Revit produces the same as the afford mentioned and add so
much more. Revit has the capabilities of 3D modeling/massing. Collaboration (allowing
multiple users to work on the same file), Live scheduling of any item in the project (Doors,
Windows, Light Fixtures).Revision Management, Clash detection, SSEnergy Analysis,
Structural Analysis, Heat Loss/Heat Gain Calculations. Sun/Shadow studies and much more.
Revit was designed as a tool for the full design construction workflow. Revit's automations
also let users create a library of objects that can be accessed for any design or project rather
than working with simple lines. Revit allows users to build models using components like
walls, roofs, beams, windows and doors. All changes to a model are automatically updated in
all views, including plans and elevations (kurko,2021). Both AutoCAD and Revit can be used
for modeling building designs.

Modeling involves making a representation of something. Modeling is anything that

represents something else usually on a smaller scale. An architectural model is a type of scale
model -a physical representation of a structure, build to study aspects of an architectural design
or to communicate design ideas 3D modeling or CAD(Computer Aided Design)allows
engineers and designers to build realistic computer models of parts and assemblies of buildings.
CAD brings building design ideas to life in the digital world.CAD models represent a physical
body using a collection of points in virtual space (Computer system), connected by various
geometric entities such as triangles, lines, curved surface among others (Sikos,2016). This
means that all parts of a building drawing can be modeled using software such as AutoCAD

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and Revit. Some key areas to consider in modeling buildings are elevations, doors, windows,
floor plans, columns, slabs, staircase and roofs.

Statement of the Problem

Most technical drawing and building design concepts are difficult to impart to students
in traditional teaching method but only need certain feature of technology to bring the lesson
closely to the learners. This has facilitated the integration of Computer Aided Design(CAD)
software in building design. The current concept of architectural design education is a blend of
the traditional method of drafting on paper and the modern method of using CAD in the design
process. The most widely used tool for building drawing in most technical schools is
AutoCAD. The use of AutoCAD has proven to help students develop digital building design
skills, however the drawback of AutoCAD is that it produces designs mostly in 2D and the
demand for 3D designs has grown exponentially Revit on the other hand produces designs in
3D while also having features that allow for flexibility sleek and better designs. The
inappropriate use of digital tools and the heavy reliance on AutoCAD, the lack of integration
among different digital tools and more importantly, the absence of effective coordination
between theoretical courses and design projects has resulted in a relatively poorer overall
architectural design product. Continued reliance on AutoCAD as the main design software will
lead to students possessing obsolete building kills.

Purpose of the Study.

The main purpose of the study is to determine the effect of Revit and AutoCAD software on
students' skill performance in modeling building drawings in technical colleges in Akwa Ibom
State. Specifically, the study seeks to

1. Determine the effects of Revit and AutoCAD software on students' skill performance in
modeling elevation in technical colleges in Akwa Ibom State.

2. Determine the effects of Revit and AutoCAD software on students' skill performance in
modelling doors in technical colleges in Akwa Ibom State.

3. Determine the effects of Revit and AutoCAD software on students' skill performance in
modelling windows in technical colleges in Akwa Ibom State.

Research Questions. The following research questions are stated for the study.

1. What are the effects of Revit and AutoCAD software on students' skill performance in
modeling elevations in technical colleges in Akwa Ibom State?

2. What are the effects of Revit and AutoCAD software on students' skill performance in
modeling doors in technical colleges in Akwa Ibom State?

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3. What are the effects of Revit and AutoCAD software on students' skill performance in
modeling windows in technical colleges in Akwa Ibom State?

Research Hypotheses. The following null hypotheses were stated to guide the study.

Ho1. There is no significant difference in the skill performance of students taught elevation
modeling using Revit and AutoCAD.

Ho2. There is no significant difference in the skill performance of students taught doors
modeling using Revit and AutoCAD.

Ho3. There is no significant difference in the skill performance of students taught windows
modeling using Revit and AutoCAD.

Methodology

Quasi-experimental design using the pre-test, post-test control group method was
employed for the study. This design was deemed appropriate since the study involved students
in Senior Technical Three (ST III) using intact classes in building drawing and in two
independent groups. The population is 320 students. The population of the study comprised all
Building Construction Students in Senior Technical Three(ST III) students in the six public
Technical Colleges in Akwa Ibom State. The sample consists of 90 Senior Technical III
building and construction work students in four intact classes drawn from two selected
Technical Colleges in Akwa Ibom State. Random Sampling Technique was used to select the
two schools from six Technical colleges in the study area. The instruments for the group's
treatment were Building Drawing Revit/AutoCAD modeling skills lesson plans were
developed by the researcher. The instructional packages (lesson plans) were based on the same
objectives for teaching Revit and AutoCAD respectively. Data for the study was collected
using the researcher developed instrument called 'Building Drawing Modeling Skills Checklist'
(BDMSC). The instrument was made up of 98 items and was used to access the skills of the
students in using Revit and AutoCAD.The checklist items attempted to measure the rate of
skills acquisition with respect to elevations, doors, windows, columns, slabs, staircase and
roofs.

The instrument developed by the researcher was face and content validated by three
experts in the Faculty of Education. One expert in the area of Test and Measurement and two
experts in the Department of Industrial Technology Education, University of Uyo were
involved in the validation process. The instrument (instructional Packages and rating scale)
were trial-tested on 30 ST III construction work students in one of the schools in the study area
that met the criteria but did not participate in the main study. The scores obtained from trial-
test were subjected to item analysis to determine the reliability index of the instrument. The
reliability coefficient of the instrument was determined using Cronbach Alpha method. The

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result showed reliability co-efficient of o.87. On the basis of the high reliability index, the
instrument was deemed suitable to be used in conducting the study.

`Data for the study was collected during the practical sessions of the instruction using
the researcher developed instrument called "Building Drawing Modeling Skills
Checklist"(BDMSC). A criterion was developed for assessing the students' skill acquisition.
Each item in the instrument had sub-items that represent processes and product .Each item in
the instrument was further broken down and evaluated based on the process or product. Each
step or process had a score and the total score obtained from the steps or sub-items gave the
score for that particular item (skill) in the instrument. The data generated was analyzed using
mean, standard deviation and analysis of covariance (ANCOVA). The mean was used to
answer all the research questions and ANCOVA was used in testing the research hypotheses.
The ANCOVA was adopted for data analysis to ensure comparability and equality of groups
before treatment. It ensured that the groups were statistically equated on the basis of some
critical (secondary dependent) variables. (Onwioduokit,2000).

Research Question 1. What are the effects of Revit and AutoCAD software on students' skill
performance in modeling elevation in technical colleges in Akwa Ibom State?

Table 1. Summary of the Mean and Standard Deviation Scores of Students' skills
Performance in Modeling Elevation Using Revit and AutoCAD
Group Pre-test Post-test Mean Gain
(Postest-Pretest)
Mean 9.06 44.34 35.28
Revit N 68 68
Std. Deviation 4.99 14.23
Mean 8.85 38.61 29.76
AutoCA
N 66 66
D
Std. Deviation 3.04450 13.30573

Table 1 shows the summary of the performance of students in modeling elevation using REVIT
and AutoCAD. The table gives the pretest and posttest scores of students in treatment and
control group. The result shows that the mean gain for students in Revit is 35.28 as against
29.76 for AutoCAD.This shows that students taught modeling elevation using Revit performed
better than students taught using AutoCAD.

Research Question 2. What are the effects of Revit and AutoCAD software on students' skill
performance in modeling doors in technical colleges in Akwa Ibom State?

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Table 2. Summary of the Mean and Standard Deviation Scores of Students Performance
in Modeling Doors Using Revit and AutoCAD

Group Pretest Postest Mean Gain

(Postest-Pretest)

Mean 13.99 45.07 31.08

Revit N 68 68
Std. Deviation 6.00 16.89
Mean 12.00 42.09 30.09
AutoCAD N 66 66
Std. Deviation 5.35 12.06
Table 2 shows the summary of the performance of students in modeling doors using
Revit and AutoCAD.The result shows that mean gain for students in Revit is 31.08 while the
mean gain for students in AutoCAD is 30.09. This shows that students taught modeling doors
using Revit performed better than students taught using AutoCAD.

Research Question 3. What are the effects of Revit and AutoCAD software on students' skill
performance in modeling windows in technical colleges in Akwa Ibom State?

Table 3. Summary of the Mean and Standard Deviation Scores of Students Performance
in modeling Windows Using Revit and AutoCAD.

Group Pretest Posttest Mean Gain

(Postest-Pretest)

Mean 13.57 45.71 32.14

Revit N 68 68
Std. Deviation 6.018 15.96
Mean 12.42 44.65 32.23
AutoCAD N 66 66
Std. Deviation 5.71 16.82

Table 3 shows the summary of the performance of students in modeling windows using
Revit and AutoCAD. The result shows that mean gain for students in Revit is 32.14 while the
mean gain for students in AutoCAD is 32.23. This shows that students taught modeling
windows using AutoCAD performed better than students taught using Revit.
The following hypotheses were tested at .05 level of significance.

Research Hypothesis 1. There is no significant difference in the skill performance of students

taught elevation modelling using Revit and AutoCAD.

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Table 4. Summary of Analysis of Covariance (ANCOVA) Test for Significant Difference

in the skill Performance of Students taught Elevation Modeling Using Revit and
AutoCAD.

Source Type II Sum df Mean Fcal Sig. Decision

of Squares Square
Model 275.671a 35 7.876 13.843 .000
Pretest 244.444 1 244.444 429.618 .000
Effect 31.227 34 .918 1.614 .036 **
Error 56.329 99 .569
Total 332.000 134

Table 4 gives the summary of the ANCOVA test. The result shows that the calculated
F value is 1.614. The probability of F (Sig) is .036. Since the P value is less than the significance
level of .05 (P<.05), the result is statistically significant. Thus, the null hypothesis is rejected.
Hence, there is a significant difference in the skill performance of students taught elevation
modeling using Revit and AutoCAD.

Research Hypothesis 2. There is no significant difference in the skill performance of students

taught door modeling using Revit and AutoCAD.

Table 5: Summary of ANCOVA Test for significant difference in the skill performance
of student Taught Door Modeling Using Revit and AutoCAD

Source Type II Sum df Mean Fcal Sig. Decision

of Squares Square
a
Model 266.930 37 7.214 10.754 .000
Pretest 237.314 1 237.314 353.765 .000
Effect 29.616 36 .823 1.226 .215 *
Error 65.070 97 .671
Total 332.000 134
*Not Significant at p<.05.036.
Table 5 gives the summary of the ANCOVA test. The result shows that the calculated
F value is 1.226.The probability of F(sig) is .215. Since the P value is greater than the
significance level of .05 (p<.05), the result is statistically not significant. Thus, the null
hypothesis is retained. Hence there is no significant difference in the skill performance of
students taught door modeling using Revit and AutCAD.
Research Hypothesis 3. There is no significant difference in the skill performance of students
taught windows modeling using Revit and AutoCAD.

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Table 6: Summary of ANCOVA test for Significant difference in skill performance of

students taught window modeling using Revit and AutoCAD

Source Type II Sum df Mean Fcal Sig. Decision

of Squares Square
a
Model 268.283 36 7.452 11.462 .000
Pretest 240.948 1 240.948 370.593 .000
Effect 27.335 35 .781 1.201 .239 *
Error 63.717 98 .650
Total 332.000 134
*Not Significant at p<.05.239 .
Table 6 gives the summary of the ANCOVA test. The result shows that the calculated
F value is 1.201. The probability of F (sig) is .239. Since the p value is greater than the
significance level of .05. (p<.05), the result is statistically not significant. Thus, the null
hypothesis is retained. Hence, there is no significant difference in the skill performance of
students taught window modeling using Revit and AutoCAD.

Discussion of Findings

The findings of the study are hereby discussed under relevant subheadings
Skills Performance of Students in Elevation Modelling Using Revit and AutoCAD
The result shows that the mean gain for students in Revit is 35.28 as against 29.76 for
AutoCAD. This shows that students taught modelling elevation using Revit performed better
than students taught using AutoCAD. The related hypothesis test confirms that there is a
significant difference in the academic performance of students taught elevation modelling
using Revit and AutoCAD. This finding is in line with Christenson (2006) who investigated
the capabilities and limitations of Autodesk Revit in a construction technology course. Findings
of the study showed that student performance in the course was generally good, and student
responses to the Revit assignments indicate the success of the strategy of “introduction” rather
than “instruction toward mastery. This finding is in supported by Moses (2010) who found a
significant mean differences between the pretest-posttest mean score of students in control
group taught technical drawing with conventional teaching method and the experimental group
taught technical drawing with computer assisted instruction which is an indication that the
effect of computer assisted instruction (CAI) on students’ academic performance is higher than
the effect of the conventional teaching method.

Skills Performance of Students in Door Modelling Using Revit and AutoCAD

The result shows that the mean gain for students in Revit is 31.08, while the mean gain
for students in AutoCAD is 30.09. This shows that students taught modelling doors using
Revit performed better than students taught using AutoCAD. The hypothesis test indicates that
there is no significant difference in the academic performance of students taught door

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modelling using Revit and AutoCAD. This finding is supported by Ferrandiz, et al (2017) who
evaluated the benefits of introducing ‘‘BIM’’ based on Revit in construction courses. Findings
showed that BIM based on Revit reduces student performance time while increasing student
motivation and satisfaction.
The findings of the study is supported by Ogbuanya and Aniedi (2013) who examined
effects of Automated technical drawing computer assisted drafting technique on students’
academic achievement. The findings shows that there is significant difference in academic
achievement and interest of students’ taught with AUTOTEDRACAD techniques. This
difference was in favor of the final test points of students in experimental group. That is to say,
the computer assisted education is more successful than teacher centered education method to
increase the academic achievements related to technology education.

Skills Performance of Students in Window Modelling Using Revit and AutoCAD

The result shows that the mean gain for students in Revit is 32.14, while the mean gain
for students in AutoCAD is 32.23. This shows that students taught modelling window using
AutoCAD performed better than students taught using Revit. The related hypothesis test shows
that there is no significant difference in the academic performance of students taught window
modelling using Revit and AutoCAD. This finding is corroborated by Christenson (2006) who
found that Revit possesses an apparent advantage over AutoCAD relative to the act of
preparing standardized construction documentation: the automation of context. The production
of a detail drawing using AutoCAD generally requires the detailer to provide context through
the use of external references, and consequently, a detailer’s attention is constantly refocusing
between large and small. For example, if during the production of a detail drawing, a design
change should occur to the large-scale floor plan or building section, the detailer must
proactively bring this context forward to test its influence on the detail; neglecting to do so runs
the risk of miscoordination. Revit directly impacts this process because it automates the
presence of large-scale context on the production of small-scale work. This finding is supported
by Oruabena, et al (2016) which focused on the use of ArchiCAD software program and its
effects on students’ academic performance in building drawing in Government Technical
college, Ahoada, Rivers State. From the result obtained it revealed that students taught building
drawing with ArchiCAD performed better than those taught with the conventional method. The
final result revealed that students taught building drawing using ArchiCAD performed better
than those taught with conventional method.

Conclusion

Based on the findings of the study, it is concluded that the use of Revit and AutoCAD
has a significant effect on skills performance in modeling building drawing. The outcome of
the study shows that students taught modeling building drawing using Revit software
performed better than student taught using AutoCAD. However, the result also shows that this
is not significant. Hence, students can be taught building design modeling using Revit or

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AutoCAD. The difference is that those taught using Revit can design in 3D and are more likely
to develop better design skills.

Recommendation. Based on the findings of the study, the following recommendation are
made

1. School authorities should partner with technological institutes to train teachers on the
application of Revit for building modeling.

2. Building teachers should use Revit when teaching students elevation modeling?

3. When teaching students how to draw using CAD teachers should introduce both
AutoCAD and Revit for drawing design and modeling.

References

Applied Software (2020c what is BIM? Introduction to Revit. https:/www.asti.com/applied-

software-guide-to-revit/

Autodesk (2017a) about slabs and roof slabs. https:/knowledge autodesk.com/support/autocad-

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