Through formal control and social control, technology platforms can acquire the information knowledge needed for ambidextrous learning of engineering project team, but whether technology platforms influence ambidextrous learning of engineering project team through the intermediary role of ambidextrous control (formal control, social control) is still lack of theoretical and empirical support. In order to explore the influence of the co-use of technology platform and ambidextrous control on the ambidextrous learning of engineering project team, this paper constructs a theoretical framework between the performance of ambidextrous control (formal control, social control) and different types of technology platform (BIM, AI, VR, AR, MR) and different types of learning (exploratory learning, exploitative learning). A questionnaire survey was conducted among 210 project managers. AMOS22.0 and bootstrap software were used for analysis and test, SPSS22.0 was used for hierarchical regression analysis, the results of hierarchical regression analysis show that formal control, social control and the balanced use of both have significant positive correlation with the ambidextrous learning and balanced use of ambidextrous learning of engineering project team. Formal Information Technology Platform (BIM) and Informal Information Technology Platform (AI, VR, AR, MR) have significant positive effects on the ambidextrous learning of engineering project team. The balanced use of formal Information Technology Platform (BIM) and informal Information Technology Platform (AI, AR) has significant positive effects on the ambidextrous learning balance of engineering project team. Formal control and social control mediate the positive correlation between information technology platform (BIM, AI, VR, AR, MR) and ambidextrous learning of engineering project team. In addition, information technology platform (BIM, AI, VR) regulates the impact of formal control and social control on learning (exploratory learning, exploitative learning). Generally speaking, different types of technology platforms and ambidextrous control strategies are still effective for the ambidextrous learning and balance of engineering project team.

通过形式控制和社会控制，技术平台可以获取工程项目团队的敏捷学习所需的信息知识，但是技术平台是否通过歧义控制（正式控制，社会控制）的中介作用是否影响工程项目团队的敏捷学习。缺乏理论和经验支持。为了探讨技术平台和环境控制的共同使用对工程项目团队环境学习的影响，本文构建了环境控制绩效（形式控制，社会控制）与不同技术类型之间的理论框架。平台（BIM，AI，VR，AR，MR）和不同类型的学习（探索性学习，剥削性学习）。在210名项目经理中进行了问卷调查。使用AMOS22.0和bootstrap软件进行分析和测试，使用SPSS22.0进行层次回归分析，层次回归分析结果表明，形式控制，社会控制和均衡使用两者与敏捷学习有显着正相关。平衡地运用工程项目团队的敏捷学习能力。正式的信息技术平台（BIM）和非正式的信息技术平台（AI，VR，AR，MR）对工程项目团队的敏捷学习有显着的积极影响。正规信息技术平台（BIM）和非正式信息技术平台（AI，AR）对工程项目团队的敏捷学习平衡具有显着的积极影响。形式控制和社会控制介导了信息技术平台（BIM，AI，VR，AR，MR）与工程项目团队的敏捷学习之间的正相关关系。此外，信息技术平台（BIM，AI，VR）调节形式控制和社会控制对学习（探索性学习，剥削性学习）的影响。总体而言，不同类型的技术平台和灵活性控制策略对于工程项目团队的灵活性学习和平衡仍然有效。信息技术平台（BIM，AI，VR）调节形式控制和社会控制对学习（探索性学习，剥削性学习）的影响。总体而言，不同类型的技术平台和灵活性控制策略对于工程项目团队的灵活性学习和平衡仍然有效。信息技术平台（BIM，AI，VR）调节形式控制和社会控制对学习（探索性学习，剥削性学习）的影响。总体而言，不同类型的技术平台和灵活性控制策略对于工程项目团队的灵活性学习和平衡仍然有效。