The construction industry is facing a severe shortage of skilled workforce. Higher education is challenged to develop innovative strategies to help college students develop career-specific competency and accelerate the transition from novice to expert. Technology innovations such as virtual reality (VR) and mixed reality (MR) have been successfully integrated into learning and training programs to create authentic learning experiences within simulated virtual learning environments to facilitate tacit knowledge acquisition and workplace expertise development, which traditionally takes years of empirical experience and apprenticeship training. This study aims to explore potential VR and MR interventions in construction education and workforce development. It is directed at enhancing understanding of key differences between novices and experts and how VR and MR may facilitate tacit knowledge acquisition and expertise development to address the current skills gap in the construction industry. A simulation of accessibility design review and assessment for a tiny house was conducted via VR and MR mock-ups with the participation of both student novices and professional experts to collect behavioral and perceptual data using instruments that included a think-aloud protocol, a pair of pre- and postsurvey questionnaires, and audio/video recordings. Comparative analyses were conducted, and the results indicated that student novices, despite their lack of expertise, demonstrated comparable patterns of behaviors and achieved design review outcomes similar to those of professional experts with the VR and MR mock-ups. The findings of this study contribute to the body of knowledge by providing preliminary evidence of learning affordances of VR and MR in bridging experience-related gaps and suggesting opportunities for accelerating workplace expertise development among college students via technology intervention. These findings also have the potential to inform instructional design and pedagogical approaches that integrate VR and MR technology in undergraduate construction and engineering curricula.

In order to enhance students’ individual and team competency in building information modeling (BIM) project execution, this research adopts the team-based learning (TBL) pedagogy and aligns student learning outcomes in BIM with the hierarchy defined by Bloom’s taxonomy of educational objectives into a Civil Engineering and Management (CEM) capstone project under the framework of the Accreditation Board for Engineering and Technology (ABET) standards. By designing a series of BIM learning modules in accordance with the different phases of a typical project lifecycle, including design, tendering and bidding, construction, closeout, and handover, this research investigates and evaluates how TBL may help students develop essential BIM knowledge, skills, and abilities (KSAs) and achieve a higher order of learning through role play in the contexts of a real BIM project. The four learning modules address both individual and team competency with core CEM program learning outcomes and are delivered through the TBL iterative process. The assessment of student learning and their achieved BIM competency through the capstone project are conducted with both direct and indirect measures using carefully designed grading rubrics and a student feedback survey. The research findings suggest that the combination of phased BIM learning modules and the TBL pedagogy may stimulate students’ enthusiasm and foster individual and team performance at a higher level of competency in BIM project execution. The use of a real BIM project and the role play conducted by students in the TBL also enhance students’ career preparedness by bridging the gap between BIM education in CEM programs and industry expectation on BIM competency of college graduates. This research contributes to the body of knowledge by providing empirical evidence on the efficacy of the TBL pedagogy in college BIM education and may become a valuable reference as more CEM programs seek to integrate collaborative interdisciplinary team experiences in BIM education to cultivate a more competent BIM workforce.

The tiny house movement represents a unique building initiative that aims to reduce the environmental and financial impacts of modern living. This paper introduces the integration of a tiny house competition project into an undergraduate construction management curriculum, and investigates the role of building information modeling (BIM) in facilitating sustainable living design and construction as well as student learning using an experiential and project-based pedagogy. As BIM is prevailing across the global design and construction industry, higher education has been striving on developing effective pedagogy to cultivate students’ competency in BIM. Most recently, the emphasis of BIM education has been transforming from software training to problem-solving in the context of project execution and management. Therefore, experiential and project-based learning seems to be a promising option for BIM education. This paper highlights the synergistic BIM usage in the tiny solar house project with broad student participation and comprehensive inclusion of both lower and upper division undergraduate construction management courses. The tiny solar house project provides the desired pedagogical construct that fosters active student learning engagement in attaining BIM knowledge and developing problem-solving skills with BIM at multiple phases that span from the inception of design, to construction and eventually the occupancy and operation

This paper presents the first phase of the building information modeling (BIM) body of knowledge (BOK) research conducted by the Academic Interoperability Coalition (AiC). The AiC BIM BOK initiative identifies and examines the formation of a global BIM culture emerging from its ubiquitous adoption and implementation worldwide in the last two decades. It advocates both urgent needs and unprecedented opportunities to establish a BIM BOK to (1) develop a holistic and robust framework to capture BIM concepts, standards, best practices, and state-of-the-art innovations; (2) identify foundational knowledge, skills, and abilities (KSAs) to meet workplace BIM job task performance requirements; (3) benchmark desired learning outcomes and career-specific competency in cultivating future BIM talent; and (4) enable credible and authentic BIM education accreditation and training credentialing. This research proposes the working definition of BIM BOK as the systematically curated concepts and nomenclature, knowledge, best practices, standards, and expected outcomes pertaining to BIM and its implementation. It summarizes the literature and background review, identifies the theoretic underpinnings of the BIM BOK, and delineates a knowledge representation framework adopted by AiC to encapsulate the BIM BOK using a job task analysis (JTA) workshop. A preliminary inventory of the BIM BOK contents is also developed, which is further explored and evaluated using a rigorous three-round, consensus-building Delphi study in the next phase of the BIM BOK research. The intellectual contributions of this research include that (1) it promotes the broad awareness of an expanding global BIM culture and proposes a systematic approach, i.e., the BOK, to scientifically investigate its formation and impacts on advancing the field of BIM study; (2) it clarifies the theoretic underpinnings and justifies the practical implications of establishing the BIM BOK; (3) it creates a holistic and dynamic knowledge representation framework for comprehensive and multidimensional BIM BOK documentation across industry sectors; and (4) it lays the foundation for more comprehensive development, evaluation, and utilization of the proposed BIM BOK when evaluating building and use cases.