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Perspective taking has various effects on students' learning, including the development of innovative capabilities, improved communication efficiency in distance education, and enhanced learning performances in practical tasks. Current collaboration systems often provide only a single third-person or first-person perspective and require the placement of markers on physical objects to achieve perspective alignment. These limitations restrict users' observation and participation in the collaboration process, resulting in a less-than-ideal experience. To address this issue, a perspective taking supported augmented reality collaboration learning platform centered around a general technology course is proposed in this article. Users have the ability to view each other's perspectives and utilize various collaboration cues, including sketches, voice, models, gestures, and gaze. In addition, a comparative study was conducted for the first time, comparing the effects of different perspective collaborations on students' learning performance, internal motivation, collaboration experience, and intention to continue using the system. The study revealed significant improvements in learning performance when using the proposed system. Students also reported higher levels of intrinsic motivation, better collaborative experiences, and a greater willingness to continue using the proposed system. User interviews further confirmed the preference for and enjoyment of the proposed system. [ABSTRACT FROM AUTHOR]

Gamified and immersive educational interventions have proven to be powerful motivators to encourage participation in unattractive activities, and human–computer interaction (HCI) is crucial for the successful development of such educational interventions. However, existing interaction methods suffer from either visuo-tactile inconsistency or unfriendly interaction methods, resulting in an unenjoyable user experience. Hence, in this article, the visuo-tactile interaction design based on Norman's design principles (visibility, feedback, constraint, consistency, affordance, and mapping) and spatial augmented reality (SAR) for intuitive cultural education is proposed for the first time, and an application for Chinese chess, SARChess, is implemented as a case study. Players interact with tangible chess pieces rather than through a digital interface, and the visual output and tangible input are integrated seamlessly to achieve high-level visuo-tactile consistency. Furthermore, a mixed investigation method based on pretest–posttest design, subjective questionnaires, and theme-based interviews was designed and performed to evaluate the user experience, learning performance, and player motivation of SARChess from both objective and subjective perspectives. The results show that SARChess has a significantly better user experience, learning performance, and player motivation than conventional chess and mouse-interaction-based chess, and the unique gameplay and visual cues in SARChess make it more engaging to participants. Additionally, this study finds and summarizes some design implications for applying design principles to traditional cultural education applications. [ABSTRACT FROM AUTHOR]

Barnyardgrass ( Echinochloa crus-galli) proliferation seriously threatens rice production worldwide. Whole-plant bioassays were conducted in order to test the sensitivity to penoxsulam of 52 barnyardgrass populations and the resistance of six penoxsulam-resistant populations to 12 other herbicides that are commonly used in rice fields. Among the 48 populations that had escaped penoxsulam control in the rice fields, 8.3% showed a very high level of resistance, 58.3% showed a high level of resistance and 10.4% showed a moderate level of resistance. Multiple resistance was confirmed in all six penoxsulam-resistant populations that were tested further. They exhibited at least a moderate level of resistance; that is, to 6-10 of the total of 13 herbicides that was tested. Most of the six penoxsulam-resistant populations showed at least a moderate level of resistance to bispyribac-sodium, quinclorac, metamifop, cyhalofop-butyl and oxadiazon, three populations held at least a moderate level of resistance to oxyfluorfen and pretilachlor, two populations also held at least a moderate level of resistance to pyrazosulfuron-ethyl, pyribenzoxim and fenoxaprop-P-ethyl, but the resistance indices of the six populations to pendimethalin were all low. This study has confirmed resistance to pretilachlor and oxadiazon in weeds for the first time. [ABSTRACT FROM AUTHOR]