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Bråthen, K and Moum, A (2016) Bridging the gap: Bringing BIM to construction workers. Engineering, Construction and Architectural Management, 23(06), 751-64.
- Type: Journal Article
- Keywords: BIM; implementation; collaboration; visualization; bim-kiosk; construction activities
- URL: https://doi.org/10.1108/ECAM-01-2016-0008
Purpose The majority of research on the implementation and use of Building Information Models (BIM) have focused on building design and pre-construction planning. There is only limited research on the usage of BIM in the construction phase, especially by site workers. The purpose of this paper is to analyze the use of BIM by site workers through so-called “BIM-kiosks”. The kiosks allow workers to access BIM models on-site. The aim of this paper is to take a closer look on the introduction of BIM-kiosks and scrutinize how and for what purpose site workers use the kiosks. Design/methodology/approach This is a single case study of an ongoing real-world construction project. The case study is based on qualitative data which stems from observational studies, interviews as well as document studies. Findings Site workers find opportunities for 3D visualization useful and the BIM models are appraised for efficiently handling complex elements. The findings also indicate that the use of BIM-kiosks lead to a greater level of face-to-face collaboration between workers on-site. This may happen because workers meet, both planned and randomly, to discuss in front of the kiosks while using it for visualization. Research limitations/implications The research is limited to a single case. However, some of the recommendations may be relevant to other projects. In addition, the findings demonstrate some of the potential of using BIM on-site in upcoming construction projects. Originality/value Only a few studies have addressed the use of BIM among site workers. Thus, the findings provide practitioners and researchers insight into how current practices may be improved, as well as areas where more research is needed.