Generative AI for Education in Infrastructure Systems: Lessons from a BIM-Based Rule-Checking

This study investigates the educational potential of Large Language Models (LLMs) for automating rule-checking tasks in Building Information Modeling (BIM) instruction. A quasi-experimental classroom implementation was conducted over two consecutive semesters with 55 graduate students in a Construction Management program. In Fall 2024, students were taught manual rule-checking techniques, whereas in Spring 2025, students received additional instruction in LLM-based prompting and Python code generation for automated compliance checking. A mixed-methods evaluation was conducted using surveys, NASA Task Load Index ratings, assignment-based learning outcomes, and structured interviews. Compared with the manual-only cohort, the LLM-assisted cohort reported significantly lower mental, temporal, and frustration demands, as well as higher perceived time efficiency and overall effectiveness. The LLM-assisted group also achieved significantly higher performance in violation detection and method accuracy, although no significant differences were observed in code interpretation or reflective analysis. Qualitative findings further revealed both the efficiency benefits of AI-assisted automation and persistent challenges related to prompt refinement, debugging, and output validation. These findings suggest that LLMs can enhance BIM instruction when paired with structured pedagogical scaffolding to support critical oversight and novice learners.