ABSTRACT
To facilitate broadscale BIM adoption across the architecture, engineering, and construction (AEC) supply chain, higher education institutions need to produce a steady pipeline of BIM-ready graduates to respond to the increasing need of the industry for BIM skills. To be BIM-ready, students need to learn the fundamental principles and concepts of BIM, while at the same time, they need authentic assessments (see Chapter 18) to apply the principles in a setting that simulates real-life projects. In this chapter, we discuss the use of gamification, in the form of competition, as a proven method for enhancing BIM teaching and learning in higher education and providing students with authentic assessments. We describe a case of using competition and gamification, the essential elements needed, and the potential challenges and pitfalls of adopting these methods. These are discussed in providing an account of the BIM Immersion and Competition event organized at the Faculty of Architecture, Building and Planning at The University of Melbourne. The five-day “BIM Immersion and Competition” was initiated in 2015, in partnership with the industry. The event involved student participants from the University of Melbourne, the National University of Singapore, and the University of Los Andes, Colombia. Subsequently, the event included participation from Deakin University, Chongqing University China, and Bandung Institute of Technology (ITB) Indonesia. Various gamification and competition elements were incorporated into participants’ teaching and learning experiences to ensure better learning outcomes. This chapter offers an insight into the lessons learned along with a framework for using competition in BIM teaching and learning.
