# Assessment of AEC Students' Performance Using BIM-into-VR
## 1 Introduction  
Recent technological advances in visualization and analytics have helped academic and industrial researchers take tangible steps toward improving design and construction projects' quality and efficiency and succeed on projects' cost and schedule. Building information modeling (BIM) as a database of information that created a multi-dimensional (n-D) knowledge resource and model are swiftly becoming the standard process for communicating all stages of Architectural, Engineering, and Construction (AEC) details [1]. BIM is a powerful tool for: design a high-quality 3D model; analyze various design options; detect clashes among different elements; perform energy simulation; plan and schedule; achieve quantity takeoff, estimate cost, and generation of procurement plans; coordinate a model among various project stakeholders and improve communication among project stakeholders; visualize the as-built model; enhance the quality of inspection; and facility management [2; 3; 4; 5; 6]. BIM encourages all stakeholders to participate in and collaborate to achieve a high-quality product in all project phases. Thus, specifying, articulating, and presenting a significant precision and transparency level in BIM models' consistency and content is essential [8].  
Recent new technologies in Virtual Reality (VR) headsets and software have led researchers to experiment and view n-D BIM content [8; 9]. This innovation allows for immersive virtualization of a BIM model. As one of the most significant disruptive technologies, VR headsets have been tried for a range of challenges inherent in the AECindustry [10]. These challenges include decision-making during initial conceptual design and planning processes, design coordination, clash detection, facility management, project planning, urban design, and safety, design, and construction training. In the last decade, several companies had initiated VR development and its application that resulted in VR entering into a new period of full development [3; 11; 12; 13; 14]. Large construction projects are inherently complex, and therefore require well-prepared architects and engineers. To handle such complexity, AEC students are expected to have the proper training and be well equipped for the latest challenges. Over the last decade. BIM and VR technologies have manifested unlimited potential for both academic and industrial communities in many disciplines.  
Developing BIM and VR applications can help in solving many educational and training problems [15]. However, having this virtual educational environment requires students to understand the process, devices, platforms, and software used in real projects. Thus, recent research papers on the concept of BIM and VR in the AEC industry and education/training environment were reviewed. This research offers a structure created to explain the methods of generating and using the BIM-into-VR model for design and construction projects through an integrated definition function (IDEF0) model language. This article also evaluates the effectiveness of BIM-into-VR technologies in literature and real life by surveying students in the MPM program at Northwestern University in terms of students' learning performance (Learnability, Interoperability, Visualization, Real-world, Interaction, Creativity, Motivation, and Comfort). Figure 1 presents the stages included in this study: Step 1 presents an extensive state-of-the-art review of the main concepts of BIM, VR, and BIM-to-VR in the AEC industry and BIM-into-VR in AEC education. Step 2 presents the created IDEF0 model for using BIM-into-VR clearly and comprehensively in the AEC industry. Step 3 and Step 4 present the evaluation of using this integration in a two-pronged methodology by conducting a broad literature search and surveying students after experience in two different case studies. Step 5 presents a discussion of the study findings, its theoretical and practical contributions, and the present research limitations.