# 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
The study coincides with the objective of this research (to analyze the development of the BIM implementation and its processes) but it is still immature because it is in the initial stage. It also focuses on BIM training through PBL, superficially exposing the global implementation strategy. * **[PERSON], [PERSON] (2019) [49] study the incorporation of BIM 4D in health and safety studies. **
* **Method:** They adopt a quasi-experimental approach in the form of questionnaires to assess students' perceptions before and after integration into two groups, one using BIM and the other not. * **Results:** Students in the BIM group demonstrated greater knowledge of both BIM and 4D than those in the non-BIM group. The study highlights the importance of BIM integration in the education of industry professionals but does not analyze integration methods or protocols. [PERSON] (2016) [57] presents the perception of students in an elective course that includes BIM knowledge applied to the design process. * **Method:** The article presents in detail how a course that has been taught since 2007 works. A 10-question questionnaire is created to evaluate students' perceptions. * **Results:** Despite the benefits shown by the increase in the spatial perception in students, the objective of the study is not assessing methods of integrating BIM into the curriculum or the performance of transversal activities but rather the perceptions of students in a specific course. [PERSON], [PERSON] (2018) [23] present a study where BIM was introduced in two civil engineering subjects and offered as an option to use it in a final year project, taking a more collaborative approach. * **Method:** To analyze the case study, they survey 4 th year students. The article explains in detail the objective of each question and the response of the students, including the final open question of the survey in which the students provide comments. * **Results:** The authors demonstrate the need to incorporate BIM through an exhaustive study of each question in the questionnaire, using the BIM methodology as a learning tool to obtain learning results. The study does not focus on how the methodology should be integrated into the curriculum, but on whether it should be integrated. [PERSON], [PERSON], [PERSON], [PERSON], [PERSON], [PERSON] (2020) [44] carry out a literature review and propose a project divided into four subgroups with different BIM learning. * **Method:** They explain in detail the tasks of the different subgroups and follow-up with an analysis through surveys. * **Results:** The study contributes practically and theoretically to the faculty. However, the study is limited to the students' self-perception of the BIM effects according to the subgroup, making a comparison between them. The methods applied for BIM integration are not analyzed, although the authors mention the importance of collecting insights later by tracking their evaluations in the work environment. [PERSON], [PERSON], [PERSON] (2020) [42] describe the competencies that a university should possess through a comprehensive analysis based on the link between BIM and Green Buildings. * **Method:** They conduct an extensive review of the literature on BIM and Green Buildings and propose a tool to evaluate green building by extracting data from BIM models. They describe the approach taken in the performed implementation, highlighting practical methods and collaboration between students and companies. Later, they show the results of the projects. * **Results:** The students have received awards and certifications for their works, so the results are good. However, the study is aimed at evaluating the results of the Green BIM application rather than on evaluating the processes and development of the implementation itself. [PERSON], [PERSON], [PERSON], [PERSON], [PERSON] (2020) [45] present a study with the objective of developing an evaluation framework to improve interdisciplinary BIM in roadway engineering education.