The rechargeable aluminum-ion battery (AIB) is a promising candidate for next-generation high-performance batteries, but its cathode materials require more development to improve their capacity and cycling life. We have demonstrated the growth of MoSe 2 three-dimensional helical nanorod arrays on a polyimide substrate by the deposition of Mo helical nanorod arrays followed by a low-temperature plasma-assisted selenization process to form novel cathodes for AIBs. The binder-free 3D MoSe 2 -based AIB shows a high specific capacity of 753 mAh g −1 at a current density of 0.3 A g −1 and can maintain a high specific capacity of 138 mAh g −1 at a current density of 5 A g −1 with 10 000 cycles. Ex situ Raman, XPS, and TEM characterization results of the electrodes under different states confirm the reversible alloying conversion and intercalation hybrid mechanism during the discharge and charge cycles. All possible chemical reactions were proposed by the electrochemical curves and characterization. Further exploratory works on interdigital flexible AIBs and stretchable AIBs were demonstrated, exhibiting a steady output capacity under different bending and stretching states. This method provides a controllable strategy for selenide nanostructure-based AIBs for use in future applications of energy-storage devices in flexible and wearable electronics.

Nowadays refractory high-entropy alloys (RHEAs) are regarded as great candidates for the replacement of superalloys at high temperature. To design a RHEA, one must understand the pros and cons of every refractory element. However, the elemental effect on mechanical properties remains unclear. In this study, the subtraction method was applied on equiatomic HfMoNbTaTiZr alloys to discover the role of each element, and, thus, HfMoNbTaTiZr, HfNbTaTiZr, HfMoTaTiZr, HfMoNbTiZr, HfMoNbTaZr, and HfMoNbTaTi were fabricated and analyzed. The microstructure and mechanical properties of each alloy at the as-cast state were examined. The solid solution phase formation rule and the solution strengthening effect are also discussed. Finally, the mechanism of how Mo, Nb, Ta, Ti, and Zr affect the HfMoNbTaTiZr alloys was established after comparing the properties of these alloys.

According to the United Nations Sustainable Development Goal (SDG) 4, “achieving inclusive and quality education for all”, foreign language learning has come to be seen as a process of integrating sustainable development into the socio-cultural aspects of education and learning. The aim of this study was to employ virtual reality (VR) eye tracker to examine how students with different levels of prior knowledge process visual behaviors for Japanese Mimicry and Onomatopoeia (MIO) while learning Japanese as a second foreign language. A total of 20 students studying at the Department of Applied Japanese at the university of Southern Taiwan were recruited. Based on the Japanese language proficiency test (JLPT) level, 20 participants were divided into high prior knowledge group (levels N1–N3) with 7 participants, and low prior knowledge group (level N4 or below) with 13 participants. The learning stimuli materials were created by Unreal Engine 4 (UE4) development tool to design a 3D virtual MIO paradise, including 5 theme amusement parks. Through a VR eye tracker, participants’ visual behaviors were tracked and recorded based on 24 different regions of interest (ROIs) (i.e., ROI1–ROI24). This was done to discuss the distribution of visual attention in terms of different ROIs of each theme amusement park based on four eye movement indicators, including latency of first fixation (LFF), duration of first fixation (DFF), total fixation durations (TFD), and fixation counts (FC). Each ROI of the two groups were then compared. In addition, a heat zone map was also generated to show the overall visual distribution of each group. After the experiment, based on the eye movement indicators and test scores in the pre-test and post-test phases, statistical analysis was used to examine and evaluate the differences in visual attention and learning outcomes. The results revealed that the gaze sequences of the two prior knowledge groups gazing at the ROIs in theme parks were different, except for the gaze sequence in the circus theme park. Different prior knowledge groups exhibited differences in visual attention in the ROIs fixated on in each amusement park. Additionally, in terms of TFD and FC of different groups in each amusement park, there was no significant difference except in ROI10, ROI16, and ROI18. Moreover, after receiving cognitive comprehension processes introduced in the VR-simulated MIO scenes, students from both groups achieved higher post-test scores compared with pre-test scores, and such differences had statistical significance. In conclusion, the implications of VR eye movement analysis on developing students’ competence related to learning Japanese and cross-cultural aspects, compatible with sustainable development, were presented.

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