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This study aimed to investigate the effect of soil–structure interaction (SSI) on the inelastic displacement ratio of bridge structures subjected to near-fault pulse-like earthquake ground motions. SSI was modeled using a discrete-time recursive filter approach and frequency-dependent foundation–soil impedance functions. A total of 105 near-fault earthquake ground motion records were used for the analysis. The study also compared the soil–foundation–superstructure (SFS) system with a fixed-base system to explore the effects of spectral period normalization, strength reduction factor, earthquake magnitude, site-to-source distance, and peak ground velocity on the inelastic displacement ratio. The findings indicate that both the SFS and fixed-base systems have significant inelastic displacement demand under near-fault earthquakes, with values that can be 2–3 times higher than those predicted by ASCE-41-13, particularly in the short period range. Furthermore, as the structural period approaches the earthquake pulse period, the SFS system generally shows larger inelastic displacement ratios compared to the fixed-base system. The analytical results provide insight into the factors affecting the inelastic displacement ratio for near-fault pulse-like earthquakes. [ABSTRACT FROM AUTHOR]

This study was aimed at exploring how to use augmented reality (AR) technology to enhance the effect of performance assessment (PA). A mobile AR performance assessment system (MARPAS) was developed by integrating AR technology to reduce the limitations in observation and assessment during PA. This system includes three modules: Authentication, AR Context Aware, and AR Interaction. It identifies the character of system users, recognises subjects and activities that users should join in, and follow and assists users in showing their works and doing assessment anywhere anytime. Both qualitative and quantitative research were applied in this study, and it presents an action research conducted in PA institutions that, through a questionnaire, gave information in connection to the valuation of mobile AR technology and the achieved effects. The proposed mechanism of PA emphasises the approaches adopted to present student works and provides opportunities for enhancing student communication and interaction. In addition, the system enables students to explain their works and incorporate the feedback they receive into future work. More importantly, mobile AR can be applied to offer personalised features and appropriate information in particular areas. From the observation of survey results, students can interact with real or virtual information based on their needs. During this process, students can observe their own works from varying perspectives, acquire vital knowledge, develop the skills of critical thinking, and transform the process into a substantial self-established learning process. [ABSTRACT FROM AUTHOR]