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This study investigates the impact of integrating Building Information Modeling (BIM) technologies with Virtual and Augmented Reality (VR-AR) in didactic applications within the AECO (Architecture, Engineering, Construction, and Operations) field. To address this gap, a systematic literature review (SLR) analyzed 30 primary studies, providing a comprehensive overview for teachers and researchers interested in a deeper exploration of the area. The results indicate that the educational implementation of BIM VR-AR has garnered the interest of researchers across various contexts and applications, fostering novel forms of communication and representation. Positive outcomes are notable in terms of motivation and spatial cognitive skills development. In this context, avatar mapping and presence in virtual environments are closely linked to immersion, social presence, and cognitive load. However, challenges such as teacher and student training, costs, interoperability, and device usability persist. The emergence of mobile immersive VR technologies shows promise in mitigating some of these barriers, contributing to realizing the didactic potential of these technologies in STEM (Science, Technology, Engineering, and Mathematics) education.
Rocha et al. (Thu,) studied this question.
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