BIM-Enabled Education: a Systematic Literature Review

Abstract

Purpose Building Information Modelling (BIM) education promises new and exciting opportunities for more integrated learning experiences, multidisciplinary collaboration and greater synthesis between the learning environment and real-world projects. This paper aims to report the findings of a systematic review of the BIM education literature aimed at understanding the current state of the art of BIM-enabled education. Design/Methodology/Approach The systematic review methodology adopted borrows from the approach developed and widely deployed in evidence-based practice within the medical research field. Findings A total of 330 relevant articles were identified and analysed. Reported instances of BIM-enabled education were identified and analysed. It was found that these can be categorised into two groups: BIM as a learning tool and BIM as a learning environment. Research Limitations/Implications This review was limited to the academic literature published in English from 2007 until January 2018. Practical Implications BIM as a learning environment represents a new paradigm for AEC education, which emphasises integration, multidisciplinary collaboration, simulation, real life scenarios and application of learning concepts. Originality/Value The concept of BIM as a learning environment requires further elaboration, after which it can be used to enhance AEC education.