BIM as a Learning Tool in Design Studio

Introduction

Building information modelling (BIM) is considered as an innovative approach and an improved process for both design and construction, which reduces errors and omissions, increases building performance, quality and productivity by improved collaboration, communication, coordination, analysis and visualization of the project (Eastman, Teicholz, Sacks & Liston, 2008). BIM enables design solutions to be economically constructed, efficiently performed and compatible with user needs. BIM and software applications need to be integrated into education, professional and industry standards for adoption (Armstrong & Allwinkle, 2017). BIM adoption and implementation are related to people and processes as much as technological aspects. Engaging people and ensuring their skills and understanding will be contributive through the process (Arayici et al., 2011).

The advances in AEC (Architecture, Engineering and Construction) industry play an important role in the process of using BIM in the education field. BIM is being considered in many programmes and has to go beyond practice in academia (Mayouf, Gerges & Cox, 2019). Using BIM in architectural education contributes to the concept development of student projects (Soydaş Çakır & Uzun, 2020). BIM by all means addresses the needs of analysis and synthesis in architectural design education to teach multiple skills with design tools. Al-Assaf & Clayton (2017) aimed to integrate BIM tools and design theories taking BIM as a design thinking tool in their research. They concluded that BIM can be used to teach multiple skills in architectural education addressing analysis and synthesis, provide to generate architectural expressions; BIM theories can prepare students for variable digital design methods. In their further research, they concluded that BIM contributes to diagrammatic reasoning and introduces digital perspectives in architectural education (Al-Assaf & Clayton, 2021).

As Puolitaival & Kestle (2018) conclude in their research reviewing research methods, approaches and methods in BIM education literature; BIM encourages and enables the use of realistic project simulation and problem setting. Design focused BIM education is complex and challenging as programs and instructors should consider many curriculum design issues and carefully trade-off between their advantages and disadvantages in educational outcomes (Abdirad & Dossick, 2016).