Field work gaps: digital twin modeling intervention – a moderated-mediation model

Purpose This article investigates the moderated-mediation roles of perceived usefulness and perceived ease of use, as well as, digital competency between digital twin modeling experience and continuous use among built environment students in Ghanaian technical universities. Design/methodology/approach 788 students in the faculty of built environment were deployed through stratification from six technical universities in Ghana. Regression analysis was used to examine the conjectured paths. Findings The study outcome shows that digital competency moderates the mediated link between perceived usefulness and students’ continuous use; however, the moderated mediation role of perceived ease of use was not supported. Research limitations/implications Generalizability of the study outcomes was methodologically delimited as the survey was restricted to only students in built environment faculties in Ghanaian technical universities. Originality/value Uniqueness of the research is entrenched as it is one of the first studies to explore digital twin modeling experiences of built environment students in technical universities in sub-Saharan Africa.