# A Study on the Constructivism Learning Method for BIM/IPD Collaboration Education
## 1 Introduction  
In the past decade, the Ministry of Land, Infrastructure, and Transport of Korea made efforts to apply building information modeling (BIM) and expand technology to all areas of the construction industry in order to develop construction technology, improve design quality, and efficiently manage construction. Since 2016, the agency has been actively engaged in the movement of each institution, such as mandating the application of BIM for customized services. In terms of BIM technology, various technological research and development has been conducted, including BIM compatibility development, BIM design software development, 4D and 5D collaborative software development, VR/AR and fourth industrial technology convergence, and BIM and GIS combination attempts. However, the level of BIM education to expand the introduction of BIM practices and apply technology is still in the beginning stage. BIM education tends to focus on simple modeling and is viewed as an extension of CAD (Computer Aided Design) education. Rather, software utilization training has become the focus of BIM training, confounding the intrinsic motivation and purpose of the construction industry to introduce BIM. BIM does not simply change from 2D design to 3D visualization, it is a way of collaboration among team members through information management and teamwork [1]. Currently, most of the BIMs are used as educational tools, but what is lacking is a lack of understanding of interdisciplinary collaboration [2]. The essence of BIM practical education is BIM collaborative learningto create optimal performances with various participants throughout the entire construction process in terms of ordering, planning design, implementation design, construction, and maintenance through BIM-based integrated projects.  
Recently, various educational methods for BIM learners have been attempted, but few curricula have utilized a collaborative approach as a learning goal [3]. Academics are realizing the need for technical education using integrated project delivery (IPD) collaboration and BIM design approaches through industry demand and participation [4]. The BIM itself is difficult to use as a framework for collaboration [5] and IPD allows the desirable direction of BIM.  
According to [PERSON] et al. [6], the collaboration in the IPD concept is an important step in improving productivity and eliminating risks between initial design and construction. Collaboration is regarded as one of the essential competencies in education. In addition, education that emphasizes BIM-based collaboration in university is needed, and education design based on the IPD concept of integrating architectural engineering and architectural design is needed [7]. However, practically, BIM/IPD collaborative education has many limitations in terms of learning methods, and thus a new educational approach is needed to improve them.  
The purpose of this study is to use the constructivism education theory to confirm the effectiveness of constructivism education theories in BIM/IPD collaborative education, in order to propose a constructivism collaborative process education hypothesis that has the most significant causal relationship with the collaboration in the learning interaction process. In addition, this study aims to evaluate the level of satisfaction and of collaboration after undergoing the proposed training.