# A Systematic Review of Current Strategies and Methods for BIM Implementation in the Academic Field
## 3 Results
### Study Content: Objective, Developed Method and Results Obtained
[PERSON], [PERSON], [PERSON], [PERSON], [PERSON] (2017) [47] conduct a longitudinal study that experiments with three different collaborative environment platforms for the delivery of a multidisciplinary BIM project to undergraduate students, as they considered that BIM integration was meaningless without a collaborative work approach. **Method:** Over a period of three years, descriptions of experiences are captured to understand the benefits and drawbacks of the different data exchange platforms in an academic environment. A thematic analysis method is used to identify trends and outline problems across platforms. Subsequently, a synthesis of crossover cases is conducted to analyze the specific conclusions. Initially, they would develop a single module with common learning outcomes for all students that is independent of the curriculum design. However, such a module creates assessment challenges, as the ratings and key aspects of the collaborative environment are not similar. **Results:** The study is based on data exchange platforms for BIM integration in the academic environment. As a starting point, it is a useful example, since they show not only the use of the different tools but also the interoperability of software and collaboration between actors, the basis on which BIM is established. They also recommend the use of BIM execution plan (BEP) documents or guidelines to support these types of processes. [PERSON], [PERSON], [PERSON] (2017) [52] conduct a study focused on BIM implementation in a construction course within the AEC curriculum to see if the course needs to be modified to adapt to this new technology. The focus is not the global implementation of BIM in the curriculum but the change from CAD to BIM in a specific area. **Method:** The course is divided into three groups of students to compare their performance; the variable is introduced into one group. A pretest is carried out and when the course is completed, the students are interviewed to understand their motivation/satisfaction. **Results:** As students improve their software skills, their motivation to use these technologies increases. The study covers a concrete construction course and does not mention changes in the curriculum or implementation protocols in a transversal way. [PERSON], [PERSON], [PERSON] (2019) [37] perform, with a great variety and interoperability of software, a comparison between two schools that carry out different incorporations of BIM in their curricula, and thus provide a basis for developing a standardized and integrated curriculum with BIM. **Method:** Both schools present a thematic scheme for the introduction of BIM in their curriculum; they use similar software and share a similar pedagogical approach, since these two schools usually collaborate. Subsequently, students apply the knowledge in laboratory sessions. There are some differences in method. The laboratory in one of the schools is a space dedicated to BIM, while in the other, it is open to all specialties involved in the degree. The results are analyzed through surveys and evaluations of the students. **Results:** Although the foundation of the implementation is similar, there are small differences between the schools. Comparisons between them have been helpful, and they stress the importance of continued comparisons to regularly refine the teaching materials. This study demonstrates the importance of collaboration between different institutions for the best integration of BIM in the educational field. [PERSON], [PERSON], [PERSON], [PERSON] (2018) [43] carry out a study aiming to present a pedagogical practice of project-based learning through BIM interoperability in interdisciplinary buildings. **Method:** A comprehensive study of previous pedagogical cases, a literature review of BIM-based education is carried out. Subsequently, an interdisciplinary project is conducted between different teams from different AEC disciplines as part of a case study and to compare the perceptions of students with those of industry professionals.