Implications of BIM use in budgeting education: considerations based on a systematic literature reviewAbstract
This article analyzes the implications of using Building Information Modeling (BIM) in budgeting education in Architecture, Engineering, and Construction (AEC) programs. Based on a Systematic Literature Review (SLR) conducted in two stages, 15 dissertations and 12 national articles were identified and analyzed from the CAPES Theses and Dissertations Catalog and the CAPES Periodicals Portal, published between 2016 and 2025, with the support of the Artificial Intelligence tool NotebookLM®. The results indicate that BIM, especially in its 5D dimension, helps reduce the abstraction involved in the budgeting process, supports students' understanding of how design decisions impact costs, and fosters competencies such as collaborative work and systems thinking. Teaching experiences at institutions such as UFSC and UFC were identified, with results indicating relevant pedagogical benefits alongside challenges related to software learning curves, prior modeling quality, and institutional infrastructure. It is concluded that integrating BIM into budgeting education cannot be achieved in isolation; it requires curriculum integration, faculty training, and the development of teaching methodologies specifically designed for this purpose.
Keywords
BIM; Budget; Teaching; AEC
Resumo
Este artigo analisa as implicações do uso do Building Information Modeling (BIM) no ensino da orçamentação em cursos de Arquitetura, Engenharia e Construção (AEC). A partir de uma Revisão Sistemática de Literatura (RSL), dividida em duas etapas, foram identificadas e analisadas 15 dissertações e 12 artigos nacionais disponíveis no Catálogo de Teses e Dissertações e no Portal de Periódicos da CAPES, publicados entre 2016 e 2025, com apoio da ferramenta de Inteligência Artificial NotebookLM®. Os resultados indicam que o BIM, especialmente em sua dimensão 5D, contribui para reduzir a abstração do processo de orçamentação, favorece a compreensão do impacto das decisões projetuais nos custos e estimula competências como o trabalho colaborativo e a visão sistêmica. Foram identificadas experiências didáticas em instituições como a UFSC e a UFC, cujos resultados apontam benefícios pedagógicos relevantes, mas também desafios relacionados à curva de aprendizado com os softwares, à qualidade da modelagem prévia e à infraestrutura institucional. Conclui-se que a inserção do BIM no ensino da orçamentação não se viabiliza de forma isolada, demandando articulação curricular, capacitação docente e o desenvolvimento de metodologias de ensino específicas para essa finalidade.
Palavras-chave
BIM; Orçamentação; Ensino; AEC
1 Introduction
In Architecture, Engineering and Construction (AEC) education, it is essential that students understand which factors influence, and on what scale, the final cost of the projects they develop, thus allowing for conscious decision-making during the design process (Carvalho; Marchiori, 2019). In this scenario, Building Information Modeling (BIM) has become established as a collaborative process that integrates the various agents and stages of the building lifecycle, directly impacting how universities organize their curricula and prepare future professionals (Barison, 2015; Basto; Lordsleem Junior, 2016). The growing adoption of BIM in the construction industry has intensified this demand, requiring undergraduate courses to train professionals capable of working in digitized, collaborative environments (Basto; Lordsleem Junior, 2016).
In the context of budgeting, given the needs of this process, it is essential to create modeling guidelines that facilitate the extraction of quantities and, subsequently, support budgeting, thereby enhancing the traditional budgeting process (Castanheira, 2024). To this end, it is necessary to ensure the quality of the information entered into the model, adopt appropriate levels of detail, and promote integration between the different disciplines involved (Basto; Lordsleem Junior, 2016). Thus, the use of BIM in budgeting is not limited to adopting technological tools but also entails a broader methodological shift in design and cost management processes.
Although discussions about teaching BIM in AEC courses have intensified in recent decades, the literature still presents significant gaps when the focus shifts to more advanced dimensions, such as planning and budgeting (Benedetto; Bernardes; Pires, 2017). According to Ruschel, Andrade and Morais (2013), BIM teaching should go beyond the operational mastery of software and incorporate concepts of coordination, integration, and collaboration, bringing academic exercises closer to professional practices (Ruschel; Andrade; Morais, 2013). Despite BIM's potential to integrate disciplines and bring students closer to market dynamics, many institutions still face limitations in teacher training and curricular integration (Silveira; Holleben; Kehl, 2020). In this context, it is observed that, in the Brazilian scenario, most of the reported experiences occur in a punctual manner and in isolated disciplines, without effective articulation between curricular contents, and discussions specifically focused on teaching methodologies for budgeting with BIM are even scarcer.
However, it is observed that national scientific production on BIM and budgeting is predominantly focused on the technical and professional aspects of the technology's application, addressing topics such as modeling, quantity extraction, and cost management. In contrast, studies specifically focused on teaching experiences, teaching methodologies for budgeting with BIM, and curricular implementation strategies remain limited. In addition, the choice of works published in Portuguese and available in the CAPES Theses and Dissertations Catalog and the CAPES Periodicals Portal constitutes a limitation of this study, potentially restricting the scope of the analyses. Nevertheless, it is understood that surveying these productions allows for the identification of trends, potential, and gaps relevant to understanding the topic in the national context.
It is in this scenario that the BIM Cells initiative in Brazil is inserted, which, since 2022, has brought together groups of professors and students who develop a BIM curricular Implementation Plan (PIBc) in educational institutions, seeking to facilitate academic digital transformation, within the scope of the Construa Brasil Project (Ruschel; Ferreira, 2022). At the Faculty of Architecture and Urbanismo of the Federal University of Pelotas, the BIM Cell has developed actions for diagnosing and implementing BIM in the curriculum of the Architecture and Urbanism Course (Corrêa et al., 2023). In this way, the demand observed in the local context reinforces a broader need, still little explored in the national literature, to understand the implications of using BIM in the teaching of budgeting and the development of subsidies for future pedagogical guidelines.
Given this scenario, it is necessary, as a preliminary step, to gather and systematize available knowledge on the implications of using BIM in the budgeting process to support future pedagogical guidelines. For this purpose, a Systematic Literature Review (SLR) was adopted, a method that allows identifying trends, convergences, and gaps in scientific production in a structured and reproducible way (Galvão; Ricarte, 2019).
Thus, this study aims to analyze, through a Systematic Literature Review (SLR), the main implications of using BIM in the teaching of budgeting, to identify potentialities, difficulties, and requirements related to its application in the educational context.
2 Theoretical framework
Building Information Modeling (BIM) can be understood as a set of policies, processes, and technologies for the integrated management of information throughout a building's life cycle, representing an important change in how we design and build. This domain involves technological, procedural, and institutional dimensions, showing that its adoption requires technical, organizational, and academic transformations (Succar, 2009).
From this perspective, it is noteworthy that BIM combines new tools and processes that can alter traditional design, construction, and management models, fostering collaboration among teams and integrating information throughout the project. There are also challenges related to professional training, organizational changes, and the legal adaptations necessary for its consolidation (Sacks et al., 2018).
In the field of cost management, BIM relates to the 5D dimension, characterized by the automated extraction of quantities and their linking to cost data (Pishdad; Onungwa, 2024). This integration enables the simulation of scenarios and the production of more consistent estimates, thereby reducing manual errors (Sacks et al., 2018). However, its effectiveness depends on the adoption of clear modeling guidelines, such as the definition of LOD, classification systems, and compatibility between work structures and costs (Castanheira, 2024; Pishdad; Onungwa, 2024). Even so, the budget remains an estimate subject to variations, as it reflects the specific conditions of each project (Mattos, 2006).
The expansion of BIM in the construction industry has also put pressure on educational institutions to review their curricula. The main obstacles to implementing BIM in education are identified as time and resource constraints, difficulties in understanding collaborative logic, and issues with tools and technological infrastructure. It is also highlighted that the traditional organization of universities, structured in poorly integrated departments, hinders interdisciplinary practices compatible with the logic of BIM (Barison; Santos, 2011).
Despite this, there are implementation strategies organized at different levels of proficiency, ranging from introductory approaches focused on tools and modeling to advanced, collaborative experiences (Barison; Santos, 2011). BIM training should go beyond operational mastery of software, also encompassing collaborative processes, integration between design and management, and an understanding of the legal and organizational implications (Sacks et al., 2018). In this context, although there are well-established discussions about BIM education in general, studies specifically focused on teaching BIM-based budgeting remain scarce.
3 Method
The study was based on a Systematic Literature Review (SLR), a scientific method that gathers and evaluates studies already published on a specific topic, following standardized procedures that allow replication and guarantee rigor, reliability, and validity of the results (Galvão; Ricarte, 2019).
This study was developed to understand how BIM has been applied in budgeting processes and in the teaching of BIM in Architecture, Engineering, and Construction (AEC) courses.
The SLR procedure was subdivided into two stages, following a common protocol in which objectives, questions, keywords (organized as a search string), and inclusion and exclusion criteria were defined. The protocol is presented in Table 1.
The first part was based on theses and dissertations available in the Catalog of Theses and Dissertations (CTD/CAPES). At the same time, the second focused on national articles published in conference proceedings and journals available on the CAPES Journals Portal, covering the last 10 years. Conducting these two complementary stages broadened the scope of the study, providing a more comprehensive understanding of the application of BIM in budgeting processes across various academic and scientific contexts.
The first stage began with the insertion of the search string into CTD/CAPES and the application of the inclusion criteria defined in the methodological protocol (Table 1), yielding 41 works. The records were exported in BibTeX format, organized in Mendeley®, and transferred to the Parsifal® platform for the screening stage. In Parsifal®, the works were evaluated by reading titles and abstracts. Upon applying the exclusion criteria defined in the protocol (Table 1), 26 studies were discarded for falling outside the scope of interest, resulting in the selection of 15 master's theses that constituted the first stage of the systematic literature review (Albuquerque, 2022; Bagno, 2017; Borges, 2022; Felisberto, 2017; Fenato, 2017; Freire, 2019; Latreille, 2018; Mattana, 2017; Merkel, 2018; Salgado, 2021; Santos, 2018; Silva, 2023; Tassara, 2019; Trindade, 2019; Viana, 2020).
The second stage of the SLR began with a search on the CAPES Periodicals Portal, using the same search string and inclusion criteria, which initially returned 75 articles. After reading titles and abstracts and applying the exclusion criteria, 63 publications were discarded for being outside the topic of interest, duplicates, or not written in Portuguese. In the end, 12 articles were selected, comprising the second stage of the systematic literature review (Andrade; Biotto; Serra, 2021; Borges et al., 2021; Castro, 2021; Fonseca; Silva, 2022; Gruska et al., 2019; Latreille; Scheer, 2021; Mattana; Librelotto, 2018; Mendonça; Sousa; Guedes, 2020; Oliveira et al., 2024; Romcy; Santos; Almeida, 2021; Romcy; Albuquerque; Nunes, 2022; Sena; Pérez, 2019).
For the analysis of the selected documents, the NotebookLM® Artificial Intelligence tool (https://notebooklm.google.com/), developed by Google, was used. The platform allows users to create notebooks from documents they insert, generating automatic summaries and identifying their main topics. Its adoption in this research was motivated by the analyses being restricted to the inserted documents, without resorting to external sources, thereby providing greater traceability of the results.
Two distinct notebooks were created: the first gathered the 15 dissertations selected in the first stage, and the second gathered the 12 articles selected in the second stage. In each notebook, the seven research questions defined in the methodological protocol (Table 1) were submitted and applied to the complete set of documents. The tool identified recurring information and produced answers based exclusively on the inserted studies. In addition, the automatic summaries generated for each document set were used.
The answers remained stored in the respective notebooks and were used to support the analysis. Each piece of information identified was verified using the references and citations provided by the platform in the original documents, ensuring the traceability of the data. The final analysis consisted of comparing the results of the two stages and synthesizing the main evidence related to the proposed research questions. For methodological transparency, the references were organized into distinct sections, separating the sources of the theoretical framework from those that constitute the analyzed corpus.
4 Results and discussion
The results of the Systematic Literature Review were organized by considering, in an integrated manner, the findings obtained in the reviews carried out in the Catalog of Theses and Dissertations – CAPES and in the Periodicals Portal – CAPES. The joint analysis identified convergences, specificities, and gaps in the application of BIM in the budgeting process. It highlighted its potential as a tool to support teaching and learning, especially in training students in Architecture and Engineering.
4.1 Implications of using BIM in the budgeting teaching process
Based on the systematic literature review, it is observed that the inclusion of BIM in the teaching of budgeting has relevant implications for student learning and the curricular organization of Architecture and Engineering courses. The studies analyzed indicate that the use of BIM, especially in the cost dimension (BIM 5D), contributes to reducing the abstraction involved in quantity surveying and cost composition, aspects often considered difficult to understand by students due to the need to interpret 2D projects (Borges et al., 2021). The three-dimensional visualization of the building enhances understanding of the relationships among architecture, structure, installations, materials, and construction techniques, bringing the budgeting process closer to the realities of the work (Borges et al., 2021; Borges, 2022; Mattana; Librelotto, 2018; Romcy; Albuquerque; Nunes, 2022).
In addition to favoring learning, BIM helps students understand the impact of design decisions on costs, deadlines, and construction processes. The use of digital models enables anticipating problems, evaluating alternatives, and conducting analyses even in the initial stages of conception, promoting a more integrated view of design, planning, and execution (Castro, 2021; Romcy; Albuquerque; Nunes, 2022). The adoption of this methodology also contributes to the development of fundamental professional skills, such as collaboration, systemic thinking, critical thinking, and data interpretation. By working with integrated, compatible models, students realize the importance of coordination across disciplines and understand that modeling failures or incompatibilities directly affect the outcomes of budgeting and planning (Borges, 2022; Mattana; Librelotto, 2018). Consequently, training becomes better aligned with the demands of the Architecture, Engineering, and Construction industry, expanding opportunities for professional insertion in a market facing a shortage of qualified labor for BIM work (Castro, 2021; Mattana; Librelotto, 2018).
For these benefits to be effectively achieved, the literature indicates that BIM should be gradually and interdisciplinarily incorporated into the curriculum, establishing connections between disciplines and enabling the progressive development of the necessary skills (Borges, 2022; Mattana; Librelotto, 2018). From this perspective, design disciplines can focus on developing and elaborating models. In contrast, budgeting and management disciplines use these models for cost analysis and planning, deepening managerial content and reducing the time dedicated to operational software instruction (Mattana; Librelotto, 2018).
However, implementing BIM in higher education still faces significant challenges. Among them are the need for investments in technological infrastructure, modernization of laboratories, acquisition of appropriate equipment, and creation of environments that favor collaborative work (Borges, 2022; Mattana; Librelotto, 2018). Added to this is the need for continuous training of faculty and technical staff, as well as the development of specific teaching materials, such as tutorials, scripts, and learning objects, for quantity and cost surveying, capable of supporting students during the learning curve of BIM software and workflows (Borges, 2022; Mattana; Librelotto, 2018).
In summary, the inclusion of BIM in budgeting disciplines modernizes the teaching-learning process, broadens students' understanding of costs and construction processes, strengthens professional skills, and aligns academic training with market demands. However, its consolidation depends on institutional planning, curricular integration, teacher training, and the adequacy of the technological infrastructure (Borges, 2022; Mattana; Librelotto, 2018).
4.2 Modeling for the use of BIM in teaching budgeting
To use BIM in teaching budgeting, the building model must be strategically structured to focus on cost management, ensure data accuracy, and facilitate student learning.
4.2.1 Use of simplified or pre-modeled designs
Since classroom time is limited and the focus of the discipline is budgeting (not exhaustive teaching of modeling software), it is recommended to use simpler construction projects to facilitate effective student understanding (Borges, 2022). Ideally, teachers should provide ready-made, high-quality, and already compatible models, or students should develop them in previous design studio courses, thereby promoting excellent curricular integration (Mattana, 2017). This approach does not imply treating modeling and budgeting in a dissociated way but rather ensuring that the operational mastery of the tools does not consume the time allocated to cost management content, which, precisely, presupposes curriculum integration between the disciplines involved.
4.2.2 Model quality and level of detail (LOD)
When analyzing the results from the RSL, it is observed that the accuracy of the quantities is directly related to the quality of the model, the level of detail of the information, and the decisions made before the start of modeling (Andrade; Biotto; Serra, 2021). In this sense, the need to develop the model in a LOD suitable for budgeting is highlighted, with LOD 300 being the most suitable for detailed budgets (Borges, 2022; Fenato, 2017; Silva, 2023). Complementarily, the LOI (Level of Information) defines the level of non-graphical information embedded in the objects, properties, specifications, and attributes, supporting the reading, verification, and validation of the necessary information for the extraction of quantities (Salgado, 2021; Silva, 2023).
It is also important to define in advance which constructive elements will be modeled and at what level of detail (Andrade; Biotto; Serra, 2021), adopting parametric modeling with objects that contain geometry, properties, and attributes that allow the extraction of quantities (Freire, 2019; Latreille, 2018; Mattana, 2017; Merkel, 2018). Parameterization also allows objects to adapt to project changes, promoting automatic updates of materials, quantities, and associated costs (Mendonça; Sousa; Guedes, 2020). This feature can facilitate the visualization of the impacts of design decisions in didactic activities. However, this parameterization requires the modeler to know in advance the executive procedure to be adopted on the construction site (Andrade; Biotto; Serra, 2021; Mendonça; Sousa; Guedes, 2020; Oliveira et al., 2024), which, in the context of teaching, implies that the discipline of budgeting with BIM presupposes prior knowledge of construction technology.
When comparing the two parts of the RSL, a discrepancy is observed regarding the level of detail adopted: in periodicals, there is a tendency towards more in-depth geometric and informational modeling, while in dissertations, a more flexible approach is identified, in which certain services can be complemented by tables or manual insertion of data (Mattana, 2017). This flexibility can be relevant in teaching contexts, as it allows the level of complexity of activities to be adjusted without compromising budgetary objectives.
4.2.3 Model structure and quantification criteria
The measurement and quantification criteria that underpin the budget must be defined in advance, and the modeling must allow extraction of quantities in accordance with these criteria (Albuquerque, 2022; Andrade; Biotto; Serra, 2021; Fenato, 2017; Mattana, 2017; Mattana; Librelotto, 2018; Merkel, 2018; Tassara, 2019). In this sense, the way these criteria are established also underscores the need to incorporate them into BIM teaching on budgeting, since understanding the quantification parameters is fundamental for the proper use of the model. The structure of the model directly influences the quality of the quantities, with organization by layers, service groups, or the Work Breakdown Structure (WBS) being recommended to facilitate extraction and integration with the budget spreadsheet (Andrade; Biotto; Serra, 2021; Bagno, 2017; Fenato, 2017; Merkel, 2018). When the budget is structured by floor, elements that span more than one level must be modeled separately to ensure the correct division of quantities, budget, and schedule (Oliveira et al., 2024).
Defining the WBS is essential for collaboratively aligning project team demands with costs and for organizing elements by construction phases or building levels, which directly impacts modeling. Without this alignment, quantification becomes subjective, and items that are not physically modeled (such as site cleanups, scaffolding, or earthworks) risk being omitted or incorrectly quantified (Latreille; Scheer, 2021). From a formative perspective, this articulation between different agents and information structures is still underexplored in traditional teaching, which tends to treat design and budgeting in a dissociated way.
The adoption of standardized classification systems from the beginning of modeling, highlighted primarily in dissertations, is identified as a strategy to organize information and align the model with the structure of the budget spreadsheet, thereby ensuring greater data consistency throughout the process (Freire, 2019; Merkel, 2018). The integration of these systems into the teaching process can contribute to a more structured understanding of the relationship between modeling and budgeting, while also highlighting the importance of standardization for interoperability and for interpreting the data extracted from the model.
4.2.4 Parametric Modeling and Adjustments for Budgeting
The need for a more complete and parametric model highlights that the absence of elements such as reinforcement, construction site, earthmoving and initial services can compromise the proper extraction of quantities (Mattana; Librelotto, 2018), reinforcing the importance of addressing, in BIM teaching for budgeting, not only the visible elements of the project, but also frequently neglected components that directly impact the composition of costs.
Layered modeling, especially in walls, cladding and finishes, is indicated as a strategy to increase the accuracy of quantities by defining thicknesses and materials (Andrade; Biotto; Serra, 2021; Oliveira et al., 2024), and the detailing of reinforcement and the inclusion of temporary items, such as formwork and shoring, are pointed out as essential for more complete quantities (Andrade; Biotto; Serra, 2021; Mattana; Librelotto, 2018; Oliveira et al., 2024). The limitations of using "stacked walls" highlight the need for simple walls for the correct extraction of net areas and identification of spans (Andrade; Biotto; Serra, 2021), reinforcing the importance of developing, in the training process, a critical view on the use of tools, avoiding their application in an automated way.
Also noteworthy is the inclusion of additional parameters calculated through formulas to meet the requirements of the budgetary bases (Andrade; Biotto; Serra, 2021; Mendonça; Sousa; Guedes, 2020), as well as the creation of specific parameters to identify openings when the software does not perform this detection automatically (Andrade; Biotto; Serra, 2021). In teaching contexts, students must be guided to develop logical rules and formulas in BIM software to differentiate services and automate quantification criteria, such as conditional expressions to separate quantities of plaster in masonry with and without openings, highlighting the relationship between the structuring of information, measurement criteria and the results obtained in budgeting (Romcy; Santos; Almeida, 2021).
4.2.5 Work process, interoperability, and validation
BIM modeling for budgeting requires continuous alignment between modelers and budgeters, allowing model information to replace manual quantification (Freire, 2019). This collaborative process assumes the budgeter's participation in modeling, guiding data, parameters, and structure to meet budget needs (Freire, 2019; Mattana, 2017), which demands clear communication between the teams (Mattana, 2017). This type of articulation highlights a work dynamic that is still little explored in the teaching environment, where the design and budgeting stages are usually treated separately.
The modeling should also be structured to facilitate the extraction and export of quantities. In this sense, students should be able to generate automated quantity tables in BIM authoring software and export them to spreadsheets, where they can associate the quantities with cost compositions and develop the budget. Furthermore, teaching can include preparing models for integration with specific 5D BIM platforms, enabling students to understand more automated workflows and the relationships among modeling, quantities, and costs throughout the design process (Borges, 2022; Mattana, 2017).
Clash Detection tools are essential both in modeling (Oliveira et al., 2024) and in specific software, such as Navisworks (Andrade; Biotto; Serra, 2021; Fonseca; Silva, 2022; Latreille; Scheer, 2021; Mendonça; Sousa; Guedes, 2020; Oliveira et al., 2024), reducing rework and costs (Fonseca; Silva, 2022; Oliveira et al., 2024). Quantities can be exported to spreadsheets, such as Microsoft Excel, for manipulation and association with cost bases (Andrade; Biotto; Serra, 2021; Mattana; Librelotto, 2018; Sena; Pérez, 2019). Finally, the extracted quantities must be verified and validated by the cost estimator (Bagno, 2017; Freire, 2019; Tassara, 2019), and the model must be revised when it does not meet the budgeting requirements (Bagno, 2017). This verification process reinforces the importance of developing a critical stance towards automatically generated data, avoiding its use without verification.
Additionally, three-dimensional visualization resources can play a relevant role in the learning process. The use of visualization applications on mobile devices allows students to navigate the model intuitively, exploring the constructive elements to which quantities and costs are associated. This strategy can facilitate understanding of project details and strengthen the relationship between the digital representation of the building and the quantification and budgeting processes, contributing to a more integrated, visual learning experience (Mattana, 2017; Silva, 2023).
4.3 Most commonly used software for building modeling
Within the scope of BIM technology, several software programs are used to create 3D models and manage construction information. Autodesk Revit is the most cited and widely used software for modeling in the disciplines of architecture, structure, and installations (Albuquerque, 2022; Andrade; Biotto; Serra, 2021; Bagno, 2017; Borges, 2022; Felisberto, 2017; Fenato, 2017; Freire, 2019; Mattana, 2017; Mattana; Librelotto, 2018; Mendonça; Sousa; Guedes, 2020; Merkel, 2018; Oliveira et al., 2024; Santos, 2018; Silva, 2023; Tassara, 2019; Viana, 2020), with versions such as Revit 2015, 2018, and 2019 being mentioned (Andrade; Biotto; Serra, 2021; Mattana; Librelotto, 2018). Caixa Econômica Federal recommends its use for architectural and structural modeling, with the assignment of SINAPI codes (Andrade; Biotto; Serra, 2021), which also contributes to its wide adoption in teaching contexts. Archicad, from GRAPHISOFT, is cited as BIM authoring software focused on modeling and quantity takeoff (Albuquerque, 2022; Andrade; Biotto; Serra, 2021; Bagno, 2017; Felisberto, 2017; Fenato, 2017; Freire, 2019; Mattana, 2017; Mattana; Librelotto, 2018; Romcy; Santos; Almeida, 2021; Salgado, 2021; Silva, 2023; Tassara, 2019), and SketchUp is cited as a tool for 3D modeling (Andrade; Biotto; Serra, 2021). For structural modeling, Eberick and TQS are mentioned as alternatives to Revit due to their ease of dimensioning and reinforcement modeling (Merkel, 2018). At the same time, solutions from Bentley Systems, Gehry Technologies, and Vectorworks are cited for modeling and information management (Bagno, 2017; Fenato, 2017; Mattana, 2017; Silva, 2023). In the field of parametric modeling, tools based on visual programming languages (VPL), such as Dynamo, Grasshopper, and Generative Components, stand out (Fenato, 2017; Santos, 2018). This set highlights the diversity of possible approaches to teaching modeling and reinforces the need for training that goes beyond a single software platform.
4.4 Software and plugins for budgeting and quantity take-off
BIM modeling programs appear as a basis for extracting geometric and parametric data, but not as complete budgeting tools (Andrade; Biotto; Serra, 2021; Merkel, 2018), with specific 5D budgeting software being frequently mentioned (Andrade; Biotto; Serra, 2021; Bagno, 2017; Felisberto, 2017; Fenato, 2017; Freire, 2019; Mattana, 2017; Merkel, 2018). This separation between modeling and budgeting also reflects a fragmentation still present in teaching, where these stages are frequently addressed independently. Vico Office is the most cited tool, integrating the BIM model with 4D and 5D budgeting and planning (Andrade; Biotto; Serra, 2021; Bagno, 2017; Felisberto, 2017; Mattana, 2017; Mattana; Librelotto, 2018; Santos, 2018). Also noteworthy are OrçaBIM, a plugin that links Revit quantities to budgeting platforms (Mendonça; Sousa; Guedes, 2020; Oliveira et al., 2024), and OrçaFascio, an online platform that, integrated with OrçaBIM, automates the budgeting process with cost databases such as SINAPI (Castro, 2021; Mendonça; Sousa; Guedes, 2020; Oliveira et al., 2024; Romcy; Santos; Almeida, 2021). Also mentioned are Arquimedes, from CYPE (Sena; Pérez, 2019), solutions such as Sigma Estimates, SISPLO and CGEP integrated with Revit (Andrade; Biotto; Serra, 2021; Latreille; Scheer, 2021), and the CostX, Innovaya and CostOS software, focused on importing BIM data and integrating with cost databases (Felisberto, 2017; Fenato, 2017). This set shows that BIM budgeting requires the combined use of different applications throughout the workflow. In the context of education, the choice of tools should consider the learning curve involved, prioritizing software that allows understanding the BIM workflow without the operational mastery of multiple platforms, compromising the time dedicated to budgeting content.
4.5 Coordination, interference analysis, and budgeting support software
For project coordination and interference analysis, Autodesk Navisworks (Manage) stands out for clash detection and 4D and 5D planning (Andrade; Biotto; Serra, 2021; Castro, 2021; Fonseca; Silva, 2022; Latreille; Scheer, 2021; Mendonça; Sousa; Guedes, 2020; Oliveira et al., 2024), and Trimble Tekla BIM Sight for incompatibility checking (Mattana; Librelotto, 2018). To support budgeting, conventional software complements BIM: Microsoft Excel handles quantities extracted from models (Andrade; Biotto; Serra, 2021; Mattana; Librelotto, 2018; Sena; Pérez, 2019), and Microsoft Project assists in schedule management, integrating Navisworks for 4D simulations (Castro, 2021; Mattana; Librelotto, 2018). Traditional budgeting programs such as Softplan and Sienge are also mentioned (Mattana; Librelotto, 2018), AutoCAD as a basis for 2D projects subsequently modeled in BIM (Andrade; Biotto; Serra, 2021; Fonseca; Silva, 2022; Mendonça; Sousa; Guedes, 2020; Sena; Pérez, 2019), Orse in comparative studies (Mendonça; Sousa; Guedes, 2020), and BIMx for interactive visualization of models on mobile devices (Mattana; Librelotto, 2018).
4.6 Main difficulties identified in the budgeting process using BIM
The challenges of using BIM in budgeting include model quality, level of detail, standardization, and integration with cost databases, with quantity accuracy depending on the LOD/LOI and the modeler's experience (Bagno, 2017; Mattana, 2017). Incomplete models or those with low LOD do not provide all the necessary data and generate rework, especially in the representation of reinforcement, formwork, temporary structures, and complex elements such as walls and floors (Bagno, 2017; Fenato, 2017; Freire, 2019; Mattana, 2017; Merkel, 2018), a problem aggravated when budgeting is not considered from the beginning of the process (Andrade; Biotto; Serra, 2021; Mattana; Librelotto, 2018). In the context of education, this challenge is amplified by the students' lack of prior experience on construction sites and by the fact that the model rarely provides all the information necessary for budgeting, requiring manual supplementation of elements such as reinforcement and earthworks (Borges, 2022; Mattana, 2017).
Software limitations are recurring, as native BIM tools extract raw geometric data using rigid computational methods rather than automatically applying standard measurement criteria (Sena; Pérez, 2019). To make the model compatible with government cost databases, such as SINAPI, the cost estimator needs to create customized parameters, manual formulas, and specific calculation rules, or resort to auxiliary 5D BIM software (Andrade; Biotto; Serra, 2021; Mattana; Librelotto, 2018). The use of the "Stacked Wall" command in Revit, for example, prevents the software from identifying the net area with openings or individually extracting the wall quantities, forcing manual adaptations (Andrade; Biotto; Serra, 2021). Added to this are the adoption of mixed technologies between disciplines (Oliveira et al., 2024), interoperability difficulties, and loss of object properties (Albuquerque, 2022; Bagno, 2017; Felisberto, 2017; Mattana, 2017; Salgado, 2021; Tassara, 2019). In the academic environment, these limitations also create a "black box" effect, in which quantities are generated automatically without students understanding how the values were calculated, making it difficult to audit the results (Mattana, 2017).
Information management and lack of standardization are also barriers, as discrepancies in the classification of elements and cost compositions require manual adjustments (Andrade; Biotto; Serra, 2021; Castro, 2021; Latreille; Scheer, 2021; Mattana, 2017; Mattana; Librelotto, 2018). The BIM process demands levels of detail that were not necessary in traditional CAD workflows, making the design phase more complex and resource-intensive (Mattana; Librelotto, 2018; Sena; Pérez, 2019) and contributing to the severe shortage of qualified professionals in the market (Castro, 2021; Mattana; Librelotto, 2018). In education, this complexity manifests as a steep learning curve for the software, aggravated by the scarcity of specialized teachers, resistance to curricular reorganization, and insufficient technological infrastructure in universities (Borges, 2022; Mattana, 2017).
Another little-discussed challenge is the absence of calculation memory required in public tenders (Sena; Pérez, 2019). Brazilian legislation requires its production so that the end customer can check and audit the data presented, but automatic extraction via modeling software does not provide it, thus failing to comply with legal requirements (Sena; Pérez, 2019). The solution is to integrate the model with specific 5D BIM budgeting software, such as Arquimedes, which generates the calculation report automatically, separating the values by building location and floor (Sena; Pérez, 2019).
Some challenges are also related to the limitations of plugins and 3D viewers (Castro, 2021), the duplication of quantities and greater complexity in extensive models (Salgado, 2021; Silva, 2023), and the recommendation to use classification systems and a minimum LOD of 300 for executive budgets (Mattana, 2017). These factors reinforce that applying BIM to budgeting still involves a series of technical and operational constraints that need to be considered throughout project development.
4.7 Main benefits identified in the budgeting process using BIM
The benefits of applying BIM to budgeting are frequently associated with improved efficiency, accuracy, and the integration of information throughout the project lifecycle, and these same benefits are particularly evident in the context of education. One of the main contributions of the methodology lies in the possibility of automatically or semi-automatically extracting quantities of materials and services directly from the digital model (Albuquerque, 2022; Andrade; Biotto; Serra, 2021; Bagno, 2017; Borges, 2022; Felisberto, 2017; Fenato, 2017; Freire, 2019; Gruska et al., 2019; Mattana, 2017; Mattana; Librelotto, 2018; Mendonça; Sousa; Guedes, 2020; Oliveira et al., 2024; Romcy; Albuquerque; Nunes, 2022; Romcy; Santos; Almeida, 2021; Santos, 2018; Sena; Pérez, 2019; Silva, 2023; Trindade, 2019; Viana, 2020), making quantification more efficient, reducing manual effort, minimizing human error, and making budgeting more agile and flexible in the face of project changes (Andrade; Biotto; Serra, 2021; Felisberto, 2017; Freire, 2019; Gruska et al., 2019; Latreille; Scheer, 2021; Mattana; Librelotto, 2018; Mendonça; Sousa; Guedes, 2020; Sena; Pérez, 2019; Trindade, 2019; Viana, 2020). In an academic setting, students reported that technology significantly facilitated data collection for final projects, increasing the accuracy and reliability of budget generation compared to traditional manual methods (Borges, 2022; Mattana, 2017; Romcy; Albuquerque; Nunes, 2022).
Another widely highlighted benefit refers to the increased accuracy and reliability of estimated quantities and costs. BIM modeling is considered more robust than traditional methods based on two-dimensional drawings, resulting in more realistic budgets closer to the values actually practiced (Andrade; Biotto; Serra, 2021; Mendonça; Sousa; Guedes, 2020). The compatibility between different disciplines also allows for the early identification of interferences and inconsistencies, reducing rework, additional expenses, and schedule delays (Andrade; Biotto; Serra, 2021; Fonseca; Silva, 2022; Mattana; Librelotto, 2018; Oliveira et al., 2024; Santos, 2018) and, in education, helps students to track down flaws and errors that often go unnoticed in two-dimensional projects (Mattana, 2017).
The improvement in visualization provided by the three-dimensional model is also highlighted (Albuquerque, 2022; Bagno, 2017; Fenato, 2017; Fonseca; Silva, 2022; Gruska et al., 2019; Latreille, 2018; Latreille; Scheer, 2021; Mattana, 2017; Oliveira et al., 2024; Silva, 2023; Viana, 2020). The 3D representation facilitates technical interpretation of the project and simplifies understanding of measurements, construction technology, and the design solutions adopted (Mattana; Librelotto, 2018; Oliveira et al., 2024). For students, this visualization reduces the abstraction of the content. It promotes a systemic view that brings the act of designing closer to its practical-constructive character, leading them to understand how initial design decisions directly influence cost, execution time, and performance of the work (Borges, 2022; Castro, 2021; Mattana, 2017; Romcy; Albuquerque; Nunes, 2022; Romcy; Santos; Almeida, 2021).
In addition, the methodology expands planning and decision-making capacity, enabling simulations and exploration of different scenarios with quantities and costs linked to the project (Borges, 2022; Tassara, 2019). The integration of time and cost information into the model, a characteristic of 5D BIM, enables linking financial data to modeled elements, conducting quantitative audits, and comparing design alternatives more quickly (Andrade; Biotto; Serra, 2021; Castro, 2021; Gruska et al., 2019; Mattana; Librelotto, 2018; Mendonça; Sousa; Guedes, 2020; Oliveira et al., 2024; Romcy; Santos; Almeida, 2021). From a pedagogical standpoint, by working with practical applications such as modeling and cost extraction, students cease to be passive recipients and achieve higher cognitive levels of learning (Borges, 2022). Also noteworthy is the automatic updating of information, in which any modification to the model is instantly reflected in quantities and the budget, ensuring greater consistency and reliability in the generated documents (Albuquerque, 2022; Bagno, 2017; Latreille, 2018; Mendonça; Sousa; Guedes, 2020; Oliveira et al., 2024; Romcy; Albuquerque; Nunes, 2022; Romcy; Santos; Almeida, 2021; Sena; Pérez, 2019).
Finally, BIM strengthens collaboration and interdisciplinary workflows (Latreille; Scheer, 2021; Mattana; Librelotto, 2018; Oliveira et al., 2024). In academic settings, this allows students to use models developed in previous design courses in budgeting activities and contributes to professional preparation, including increased opportunities for internships in planning and budgeting companies (Borges, 2022; Castro, 2021; Mattana, 2017).
4.8 Teaching experiences in budgeting with BIM
The systematic review identified teaching experiences that integrate BIM into budgeting courses in Architecture, Urban Planning, and Civil Engineering. It highlights initiatives developed in the Building Technology IV course at the Federal University of Santa Catarina (UFSC) and in the Advanced Topics in Building Technology course at the Federal University of Ceará (UFC) (Mattana, 2017; Mattana; Librelotto, 2018; Romcy; Albuquerque; Nunes, 2022; Romcy; Santos; Almeida, 2021).
The results of these experiences indicate that three-dimensional visualization reduced abstraction in quantity surveying, automation increased data reliability, and the use of integrated models stimulated collaboration and a systemic view among students (Mattana, 2017; Mattana; Librelotto, 2018; Romcy; Albuquerque; Nunes, 2022; Romcy; Santos; Almeida, 2021). On the other hand, the software's learning curve and the quality of the previous modeling directly influenced the results (Mattana, 2017; Romcy; Santos; Almeida, 2021). Limitations in infrastructure, a shortage of trained teachers, and resistance to curricular reorganization were also reported (Bagno, 2017; Mattana, 2017).
These experiences reinforce that the inclusion of BIM in budgeting education is not feasible in isolation within a single discipline but depends on curriculum integration that progressively distributes modeling skills throughout the training (Mattana, 2017; Mattana; Librelotto, 2018).
4.9 Summary of the aspects analyzed in the Systematic Literature Review
The analysis of results from the two stages of the RSL enabled the integrated identification of the main aspects of BIM use in budgeting and their implications for teaching. Table 2 summarizes these findings, organized by analysis dimension.
5 Conclusions
The use of BIM in budgeting represents an important advance in how costs can be approached in the context of teaching architecture, engineering, and construction. By integrating the digital model with quantities and cost bases, the budget is no longer presented merely as a final step but is understood as part of project development, allowing students to visualize, even during their training, the impacts of design decisions on costs.
At the same time, studies show that this potential is directly related to how the model is built and organized. The quality of the modeling, the definition of quantification criteria, and the alignment between modeling and budgeting influence the reliability of the results, demonstrating that teaching BIM for budgeting is not limited to using tools but also involves understanding how information should be structured and articulated throughout the process. The teaching experiences identified at UFSC and UFC confirm this understanding, demonstrating that the pedagogical gains are real but are conditioned by the quality of prior modeling, the available infrastructure, and the articulation between disciplines.
Another point observed is that there is no single way to model for budgeting. Some works prioritize more detailed models, while others combine modeling with external information. This variation indicates that teaching in this area is still consolidating, requiring approaches that help students understand different application strategies rather than following a single method.
In this way, BIM should not be understood solely as a resource for automating budgeting in the academic context, but as an approach that changes the way of thinking and project development. Its inclusion in budgeting education contributes to bringing the academic environment closer to contemporary practices in civil construction, while demanding the development of teaching methodologies that integrate modeling, quantification, and cost analysis.
Although the advances identified in the literature demonstrate the potential of BIM for budgeting in the educational context, the review showed that didactic experiences remain sporadic and lack systematization. Future studies could advance the proposal of specific teaching methodologies, the development of teaching materials focused on quantitative data collection, and the investigation of curricular integration strategies that progressively distribute modeling and budgeting skills throughout the training.
-
Financial Support
This study was funded by the Tutorial Education Program (PET) of the Brazilian Ministry of Education (MEC).
-
Declaration of Generative AI and AI-Assisted Technologies in the Writing Process
During the preparation of this work, the authors employed the NotebookLM® artificial intelligence tool (https://notebooklm.google.com/) to generate summaries and identify the main topics of the documents analyzed. The use of this tool was motivated by its ability to restrict analyses exclusively to the uploaded materials, without consulting external sources, thereby ensuring greater traceability and transparency of the results. Additionally, Grammarly was used to enhance the readability and linguistic quality of the manuscript.After using these tools, the authors reviewed and edited the content as necessary and take full responsibility for the final version of the publication.
-
MENDONÇA, V. S.; RIBEIRO, J. S.; SCHRAMM, F. K. Implications of BIM use in budgeting education: considerations based on a systematic literature review. Ambiente Construído, Porto Alegre, v. 26, e155250, jan./dez. 2026. ISSN 1678-8621 Associação Nacional de Tecnologia do Ambiente Construído. http://dx.doi.org/10.1590/s1678-86212026000101012
Data Availability Statement
The data that support the findings of this study are available from the corresponding author upon reasonable request.
References
- ALBUQUERQUE, L. P. D. C. de. Aplicação da classificação da informação da construção ao orçamento de projetos de edificações militares no contexto da modelagem da informação da construção Rio de Janeiro, 2022. Dissertação (Mestrado em Ciências em Engenharia de Defesa) – Instituto Militar de Engenharia, Rio de Janeiro, 2022.
- ANDRADE, F. M. R.; BIOTTO, C. N.; SERRA, S. M. B. Modelagem BIM para orçamentação com uso do SINAPI. Gestão & Tecnologia de Projetos, São Carlos, v. 16, n. 3, 2021.
- BAGNO, R. R. Análise comparativa do processo de orçamento de um empreendimento residencial pelo método tradicional (2D) e pela modelagem da informação da construção (BIM) Belo Horizonte, 2017. Dissertação (Mestrado em Construção Civil) – Universidade Federal de Minas Gerais, Belo Horizonte, 2017.
- BARISON, M. B. Introdução de modelagem da informação da construção (BIM) no currículo: uma contribuição para a formação do projetista. São Paulo, 2015. Tese (Doutorado em Engenharia Civil) – Universidade de São Paulo, São Paulo, 2015.
- BARISON, M. B.; SANTOS, E. T. Ensino de BIM: tendências atuais no cenário internacional. Gestão & Tecnologia de Projetos, v. 6, n. 2, p. 67–80, dez. 2011.
- BASTO, P. E. de A.; LORDSLEEM JUNIOR, A. C. O ensino de BIM em curso de graduação em engenharia civil em uma universidade dos EUA: estudo de caso. Ambiente Construído, Porto Alegre, v. 16, n. 4, p. 45-61, out./dez. 2016.
- BENEDETTO, H.; BERNARDES, M. M. e S.; PIRES, R. W. Ensino de BIM no Brasil: análise do cenário acadêmico. Informática na Educação: teoria & prática, Porto Alegre, v. 20, n. 2, p. 70-84, 2017.
- BORGES, R. M. S. Ensino-aprendizagem de conteúdos de engenharia por meio de objetos de aprendizagem BIM. Fortaleza, 2022. Dissertação (Mestrado em Engenharia Civil: Estruturas e Construção Civil) – Universidade Federal do Ceará, Fortaleza, 2022.
- BORGES, R. M. S. et al Objeto de aprendizagem BIM para avaliação dos custos de construção para incorporação em GCC-I/UFC. In: ENCONTRO NACIONAL SOBRE O ENSINO DE BIM, 3., online, 2021. Anais [...] Porto Alegre: ANTAC, 2021.
- CARVALHO, M. T. M.; MARCHIORI, F. F. Conhecendo o orçamento de obras: como tornar seu orçamento mais real. Rio de Janeiro: GEN LTC, 2019.
- CASTANHEIRA, R. Custos e orçamentos em BIM. São Paulo: Editora Senac, 2024.
- CASTRO, I. P. de. BIM 4D e 5D aplicado à disciplina de orçamento de empreendimentos. In: ENCONTRO NACIONAL SOBRE O ENSINO DE BIM, 3., online, 2021. Anais [...] Porto Alegre: ANTAC, 2021.
- CORRÊA, L. de V. et al. Construção de um plano de implementação BIM curricular em curso de arquitetura e urbanismo. In: ENCONTRO NACIONAL SOBRE O ENSINO DE BIM, 5., Aracaju, 2023. Anais [...] Porto Alegre: ANTAC, 2023.
- FELISBERTO, A. D. Método para elaboração de orçamento de referência de obras públicas observando a nova metodologia de árvore de fatores do SINAPI utilizando BIM 5D até LOD 300. Florianópolis, 2017. Dissertação (Mestrado em Engenharia Civil) – Universidade Federal de Santa Catarina, Florianópolis, 2017.
- FENATO, T. M. Método de modelagem BIM com o emprego do REVIT® para extração de quantitativos de orçamentos com abordagem operacional. Londrina, 2017. Dissertação (Mestrado em Engenharia de Edificações e Saneamento) – Universidade Estadual de Londrina, Londrina, 2017.
- FONSECA, G. F.; SILVA, D. P. da. Influência do BIM na orçamentação: estudo de caso do projeto de instalações hidrossanitárias de uma residência unifamiliar. Brazilian Journal of Development, Curitiba, v. 8, n. 2, p. 9345-9357, fev. 2022.
- FREIRE, F. C. Diretrizes para a modelagem BIM de elementos e objetos orientados ao LOD 200 e LOD 300 para orçamentação. Belo Horizonte, 2019. Dissertação (Mestrado em Construção Civil) – Universidade Federal de Minas Gerais, Belo Horizonte, 2019.
- GALVÃO, M. C. B.; RICARTE, I. L. M. Revisão Sistemática da Literatura: conceituação, produção e publicação. Logeion: Filosofia da Informação, Rio de Janeiro, v. 6, n. 1, p. 57–73, 2019.
- GRUSKA, C. F. G. G. et al Tendências e aplicações de BIM no orçamento e planejamento da construção civil. In: SIMPÓSIO BRASILEIRO DE TECNOLOGIA DA INFORMAÇÃO E COMUNICAÇÃO NA CONSTRUÇÃO, 2., Campinas, 2019. Anais [...] Porto Alegre: ANTAC, 2019.
- LATREILLE, D. Análise da validação de quantitativos obtidos de um modelo BIM de arquitetura para atender a estimativa orçamentária de empresas de construção civil. Curitiba, 2018. Dissertação (Mestrado em Engenharia de Construção Civil) – Universidade Federal do Paraná, Curitiba, 2018.
- LATREILLE, D.; SCHEER, S. Análise de quantitativos provenientes de um modelo BIM para adequação ao processo orçamentário das empresas de construção civil. Gestão & Tecnologia de Projetos, São Carlos, v. 16, n. 1, p. 96-108, jan. 2021.
- MATTANA, L. Contribuição para o ensino de orçamentação com uso de BIM no levantamento de quantitativos. Florianópolis, 2017. Dissertação (Mestrado em Arquitetura e Urbanismo) – Universidade Federal de Santa Catarina, Florianópolis, 2017.
- MATTANA, L.; LIBRELOTTO, L. I. Estratégias para ensino de orçamentação com adoção de BIM em ambiente acadêmico. Gestão & Tecnologia de Projetos, São Carlos, v. 13, n. 3, p. 97-118, dez. 2018.
- MATTOS, A. D. Como preparar orçamentos de obras: dicas para orçamentistas, estudos de caso, exemplos. São Paulo: Editora Pini, 2006.
- MENDONÇA, K. R. M.; SOUSA, P. G. de; GUEDES, E. S. R. Orçamentação de obra: análise comparativa entre metodologia tradicional e BIM. Brazilian Journal of Development, Curitiba, v. 6, n. 11, p. 93096-93119, nov. 2020.
- MERKEL, D. D. C. Processo de quantificação de serviços dos projetos de edificações com a tecnologia BIM. São Paulo, 2018. Dissertação (Mestrado em Habitação: Planejamento e Tecnologia) – Instituto de Pesquisas Tecnológicas do Estado de São Paulo, São Paulo, 2018.
- OLIVEIRA, G. C. et al. Aplicação da modelagem BIM para fins de orçamentação em uma edificação residencial multifamiliar no Brasil. Brazilian Journal of Production Engineering, v. 10, n. 5, p. 103-114, 2024.
- PISHDAD, P.; ONUNGWA, I. O. Analysis of 5D BIM for cost estimation, cost control and payments. Journal of Information Technology in Construction (ITcon), v. 29, p. 525–548, 2024.
- ROMCY, N. M. S.; ALBUQUERQUE, R. F. de; NUNES, T. A. A orçamentação aliada ao BIM no ensino de Arquitetura e Urbanismo. In: ENCONTRO NACIONAL SOBRE O ENSINO DE BIM, 4., online, 2022. Anais [...] Porto Alegre: ANTAC, 2022.
- ROMCY, N. M. S.; SANTOS, V. A. dos; ALMEIDA, V. K. P. de. Proposta de disciplina de orçamentação integrada ao BIM para o curso de Arquitetura e Urbanismo. In: SIMPÓSIO BRASILEIRO DE TECNOLOGIA DA INFORMAÇÃO E COMUNICAÇÃO NA CONSTRUÇÃO, 3., Uberlândia, 2021. Anais [...] Porto Alegre: ANTAC, 2021.
- RUSCHEL, R. C.; ANDRADE, M. L. V. X. de; MORAIS, M. de. O ensino de BIM no Brasil: onde estamos? Ambiente Construído, Porto Alegre, v. 13, n. 2, p. 151-165, abr./jun. 2013.
- RUSCHEL, R. C.; FERREIRA, S. L. Rede de Células BIM ANTAC. In: ENCONTRO NACIONAL SOBRE O ENSINO DE BIM, 4., online, 2022. Anais [...] Porto Alegre: ANTAC, 2022.
- SACKS, R. et al BIM Handbook: a guide to building information modeling for owners, designers, engineers, contractors, and facility managers. 3. ed. Hoboken: John Wiley & Sons, 2018.
- SALGADO, H. D. Atribuição de informações orçamentárias em modelos de construção BIM. Curitiba, 2021. Dissertação (Mestrado em Engenharia Civil) – Universidade Federal do Paraná, Curitiba, 2021.
- SANTOS, M. C. F. Método para integração do orçamento, planejamento e acompanhamento da produção com apoio de Building Information Modeling. Salvador, 2018. Dissertação (Mestrado em Engenharia Civil) – Universidade Federal da Bahia, Salvador, 2018.
- SENA, A.; PÉREZ, C. T. Análise comparativa do processo de orçamentação com uso da metodologia BIM 5D: estudo de caso. In: SIMPÓSIO INTERNACIONAL DE INOVAÇÃO E TECNOLOGIA, 5., Salvador, 2019. Anais [...] Salvador: Editora Edgard Blucher, 2019.
- SILVA, R. P. Desafios no processo de classificação de elementos em um modelo BIM para obras públicas e um sistema de classificação de inconsistências para planilhas orçamentárias. São Paulo, 2023. Dissertação (Mestrado em Ciências) – Escola Politécnica da Universidade de São Paulo, São Paulo, 2023.
- SILVEIRA, J. K. da; HOLLEBEN, E.; KEHL, C. Ensino de BIM em curso de Arquitetura e Urbanismo: uma análise comparativa sobre percepções de demanda. In: ENCONTRO NACIONAL DE TECNOLOGIA DO AMBIENTE CONSTRUÍDO, 18., Porto Alegre, 2020. Anais [...] Porto Alegre: ANTAC, 2020.
- SUCCAR, B. Building information modelling framework: a research and delivery foundation for industry stakeholders. Automation in Construction, v. 18, n. 3, p. 357–375, 2009.
- TASSARA, G. V. Procedimentos e análises da orçamentação de um modelo BIM em dois níveis de desenvolvimento. Belo Horizonte, 2019. Dissertação (Mestrado em Construção Civil) – Universidade Federal de Minas Gerais, Belo Horizonte, 2019.
- TRINDADE, L. D. Modelagem da informação da construção (BIM) e orçamento evolutivo: contribuições para a automatização do levantamento de quantitativos em projeto. São Paulo, 2019. Dissertação (Mestrado em Ciências) – Escola Politécnica da Universidade de São Paulo, São Paulo, 2019.
- VIANA, L. D. Comparativo de custos dos sistemas construtivos woodframe e concreto armado para edifício utilizando BIM 5D. Belo Horizonte, 2020. Dissertação (Mestrado em Engenharia Civil) – Universidade Federal de Minas Gerais, Belo Horizonte, 2020.
Edited by
-
Editor-in-chief:
Enedir Ghisi
-
Guest editor:
Rosaria Ono
