ABSTRACT
This study explore experiences from ongoing implementation of BIM in existing bachelor engineering courses at Oslo Metropolitan University in Norway. This is done by a combination of semi-structured interview, net-based survey of management, lectures and students at the department. The findings are analysed by use of the Multi-motive Information Systems Continuance (MISC) model, which focus on hedonic, extrinsic and intrinsic motivation. This study do not confirm the traditional view that young students are positive and old teachers are negative to BIM, or that use of BIM will increase by itself when I become more mature. The most important aspects for increased implantation of BIM is to create a dynamic learning environment who support and combine all three types of motivation by having an intentional attitude to learning objectives, assessment criteria and context and relevance of competence. This approach can support implantation of BIM in all professional course in an engineering study as an integrated part of the learning outcome by focusing on “Use of BIM to learn Construction”.
