Building energy modeling (BEM), a subset of building information modeling (BIM), integrates energy analysis into the design, construction, and operation and maintenance of buildings. As there are various existing BEM tools available, there is a need to evaluate the utility of these tools in various phases of the building lifecycle. The goal of this research was to develop guidelines for evaluation and selection of BEM tools to be used in particular building lifecycle phases. The objectives of this research were to: (1) Evaluate existing BEM tools; (2) Illustrate the application of the three BEM tools; (3) Re-evaluate the three BEM tools; and (4) Develop guidelines for evaluation, selection and application of BEM tools in the design, construction and operation/maintenance phases of buildings. Twelve BEM tools were initially evaluated using four criteria: interoperability, usability, available inputs, and available outputs. Each of the top three BEM tools selected based on this initial evaluation was used in a case study to simulate and evaluate energy usage, daylighting performance, and natural ventilation for two academic buildings (LEED-certified and non-LEED-certified). The results of the case study were used to re-evaluate the three BEM tools using the initial criteria with addition of the two new criteria (speed and accuracy), and to develop guidelines for evaluating and selecting BEM tools to analyze building energy performance. The major contribution of this research is the development of these guidelines that can help potential BEM users to identify the most appropriate BEM tool for application in particular building lifecycle phases.

In recent years, many public and private sector owners have started to require a building information modeling (BIM) component in new construction projects. Although there has been a significant increase in industry‐wide acceptance of BIM, it is still not a standard practice in the educational facility sector. This research aimed at exploring the use of BIM in educational facility projects by the architecture, engineering, and construction (AEC) disciplines. A survey that investigated BIM adoption at the company level, BIM implementation in projects, benefits of using BIM, and obstacles to using BIM was distributed to architects, site engineers, structural engineers, mechanical engineers, and contractors across the United States. The survey results showed that a majority of the respondents from all five disciplines used BIM. BIM was most commonly used for 3D visualization, automation of documentation, and clash detection. The most important benefits of BIM included better marketing and clearer understanding of projects which is crucial for clients such as school students, teachers, and principals. Lack of expertise and need for training seemed to be main obstacles to BIM use. The research contributes to the body of knowledge by showing prevalence of BIM use on educational facility projects and indicating how BIM could help improve collaborative knowledge sharing among designers, contractors, and clients, resulting in better quality educational buildings. These research findings can be used to assist AEC companies that are interested in implementing BIM in the educational facility projects.

Researchers have explored Building Information Modeling (BIM) utilization on complex buildings. However, limited research has been conducted investigating BIM implementation on simple projects. This study explored the perceptions of Architects, General Contractors and Owners regarding the project characteristics that impact successful BIM implementation, and the realized benefits thereof, on complex commercial buildings versus parking garages. A survey comprised of the project characteristics and realized benefits of BIM implementation identified by Dodge Data & Analytics was distributed. Exploratory Factor Analysis was conducted to identify the empirical groupings of successful BIM implementation characteristics and realized benefits thereof. Factor means were calculated and compared using ANOVA and t-tests. Statistical comparisons revealed no significant differences by building type. For project stakeholders, a significant difference was only observed on owner’s mean perceptions of technology-related characteristics when compared to architects. Previous research indicates that Architecture, Engineering, and Construction (AEC) stakeholders believe BIM is beneficial for large and complex projects. With the exception of technology-related project characteristics, findings reveal no statistical differences for project characteristics impacting successful BIM utilization or the realized benefits of BIM implementation given building type. This finding provides empirical evidence that various stakeholder groups view BIM as a universal AEC process that provides benefits on both complex and simple projects.

Traditional learning methods may not sufficiently engage students and many have studied VR and AR’s impact on student learning. Many construction management (CM) students have difficulty visualizing a building structure and understanding the materials and methods used to build it. This research investigated the use of a physical hands-on construction exercise integrated with VR and AR as a way to improve student visualization ability and learning of the course material. In this study, students built a physical model of a wood frame structure using K’NEX viewing either 2D drawings, 3D drawings, VR or AR models. Students perceived the VR, AR, and hands-on activity, as beneficial for improving their visualization of building structures. They also noted improvement in their understanding of construction materials and sequencing compared to using 2D drawings. In addition, the use of VR and AR improved student communications skills. This research is significant because it adds information on integrating hands-on and VR or AR approaches, in the same activity, to further improve CM student visualization skills and their learning of the course material. The integrated hands-on and VR/AR activity could be used by other CM programs that are interested in applying an active, learning-by-doing, approach in their curriculum.