# A Systematic Review of Current Strategies and Methods for BIM Implementation in the Academic Field
## 5 Conclusions  
The use of ICTs in educational methods is defined in the curricula of many undergraduate and master's degrees, including the architecture degree [64; 65; 66]. From an academic viewpoint, these systems are used to improve the acquisition of skills and spatial competences to analyze the visual impact of any building or architectural and urban projects [67; 68; 69; 70; 71; 72; 73]. In architectural education, until recently, the use of ICTs was restricted to project implementation processes, where various applications such as Computer Assisted Design (CAD) applications served merely as aids in the execution of one's work, not as tools for the decision making of the architecture and urban planning project [74]. It is true that the new systems as BIM or technologies that model in 3D, such as Augmented and Virtual Reality and even videogames, represent progress to enhance the capacity of spatial and graphic vision and therefore facilitate the process of project conception [75; 76]. Although they have the additional advantage of greater motivation in learning and could highly profit from this technology as a method of learning, until now, they have not been considered as tools for architectural design. It is important to remark at this point that if the use of BIM methodologies is a current and future requirement in the work environment, BIM teaching in universities should be imminent, because tomorrow's professionals are today's students [19]. This approach is a significant part of a wide research project, Game4 City 3.0, which is being developed and implemented (2016-2021) in collaboration with two main entities, namely, the Barcelona School of Architecture (Catalonia Polytechnic University, ETSAB-UPC) and the School of Architecture of La Salle--Ramon Llull University (ETSALS-URL), with further collaboration with the Arts and Multimedia Engineering Departments of La Salle-URL. The main activity is limited to the university environment applying BIM, VR, and gamifications strategies to design 3D indoor and outdoor spaces. Nevertheless, the educational proposals are developed, tested, and evaluated considering the local stakeholders' needs and the institutions supporting the project, in order to improve them for further iterations. It is this need for evaluation, and to identify other evaluations of BIM educational approaches, which justifies the need for the systematic review carried out, focusing on the evaluation methods of BIM implementations [77]. Regarding RQ1, the processes and strategies being carried out are different. In the first approach, most centers started the implementation process through a specific subject or activity. Of course, such integration should be designed to favor experiential learning, where knowledge is achieved through practice [38]. However, there is a persistent problem of integrating this type of technology only in GE. Including it in the graphic department is necessary but insufficient, and integration into the entire curriculum is required [40]: the methodology should be the focus of BIM education, and not the software. Students would benefit more from knowing how to learn and think with a tool than from only knowing how to use it [39]. Some of the articles focus on best practices and case studies through PBL, while others focus on theoretical and reflective analyses. Few perform both in the same study, although the theoretical part is essential to defining the incorporation of this methodology in areas other than graphic expression, where the processes seem more primary than the knowledge of tools [20]. Therefore, teachers should be made aware that this type of implementation does not only affect the graphic expression area. The graphic expression area must lead this type of integration, but everyone involved in the curriculum must cooperate [29]. In addition to teachers, it is necessary to raise awareness of all the people involved in the university, including students, teachers, directors, and even researchers.