Lu, W; Peng, Y; Shen, Q and Li, H (2013) Generic model for measuring benefits of BIM as a learning tool in construction tasks. Journal of Construction Engineering and Management, 139(2), pp. 195-203. ISSN 0733-9364
Abstract
Over the past years, people's understanding of building information modeling (BIM) in the architecture, engineering, and construction (AEC) industry has improved significantly. Building information modeling can be diversely recognized as a virtual design and construction environment, a communication vehicle among stakeholders, a lifelong information model, or an education platform that can be used in universities and colleges. Building information modeling can also be used as a learning tool that can aid project teams in familiarizing themselves with a construction task before commencement of the task on-site. Yet, little effort has been made to measure the benefits of this kind. The aim of this research is to empirically measure the benefits of BIM as a learning tool in real-life construction tasks. The learning curves of two situations - construction tasks with and construction tasks without BIM - are identified by following a series of analytical processes. The two learning curves are compared and the learning effects contributed by BIM are modeled as LeffBIM. By inputting their own data, practitioners may use this generic model to measure learning effects contributed by BIM in their own projects. The model can be used to encourage potential BIM users by showing empirical evidence of BIM's benefits. It is also hoped that the model can join the concerted efforts to promote BIM's value in the AEC industry.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | BIM; learning curve; organizational learning; project management; simulation |
| Index terms: | platform, building information modelling, project team, project management, virtual design and construction, organizational learning, practitioner, evidence |
| Subjects: | digital design, project management theory and practice, professional development, information systems, practitioner, evaluation and assessment methods, project delivery |
| Topics: | Digital Applications, Roles and Professions, Information Management, Research Practice, Project Management |
| Descriptive scope: | 3 PCA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here