![]() ![]() Within groups, they input the same photos into each of the apps they were evaluating and recorded the apps’ identifications as correct, partial or incorrect in comparison to the specimen labels at the garden. Photo by Erin Hill.Įach group was assigned six apps to evaluate from a list of eight (Table 1). Henbit (Lamium amplexicaule) was an example of a winter annual seedling. Photo by Matthew Fritz, Andrew Davis and Olivia Schassburger. Bermuda grass (Cynodon dactylon) was an example of a vegetative grass. Photo by Emma Woller, Larissa Lapak and Bredan Stuchell. Yellow foxtail (Setaria pumila) was an example of a flowering grass. Photo by Megan Carter, Carolina Freitas and Ray Rantz. Birdsfoot trefoil (Lotus corniculatus ) was an example of a vegetative broadleaf weed/plant. Photo by Sara Verville, Keegan Humm, Darla Knuth and Kenny Kropf. ![]() Common ragweed (Ambrosia artemisiifolia) was an example of a flowering/fruiting broadleaf weed. Photo by Anna Baker, Abraham Fellabaum, Kelsey Klont and Michael Ozolins. Three-lobed coneflower (Rudbeckia triloba) was an example of a flowering ornamental. The last four plants were of their choosing, but it was recommended they use common agricultural and turf weeds from the garden’s collection. They were therefore required to photograph one plant from each of the following categories: flowering broadleaf ornamental species (Figure 2), flowering and vegetative broadleaf weeds (Figures 3 and 4), flowering and vegetative grass (or grass-like) weeds (Figures 5 and 6), and a seedling winter annual weed species (Figure 7). Identifying weeds at all life stages is important for our students when making management decisions therefore, they were required to photograph plant species across an array of growth habits and life stages. We did not discuss specific instructions prior to the class testing the apps, reflecting the average user’s likelihood of reading instructions. ![]() It should be noted that many of the apps provide detailed descriptions or videos on how to best take photos to increases chances of success. Photos were not edited and aimed to realistically replicate the average person’s input. Beal Botanical Garden on the campus of MSU (Figure 1). Lab groups were asked to photograph 10 plants labeled with their common and scientific names at the historic W.J. The students in the weed science lab learn plant identification skills as an integral part of the curriculum and the addition of the app evaluation supplements traditional methods. Reference to commercial products or trade names does not imply endorsement by MSU Extension or bias against those not mentioned. This assessment is for educational purposes only. It is important to read all terms prior to downloading or purchasing apps. In 2021, all the apps tested used photo recognition software to identify plants, but some tested in the past required more descriptive input from the user, similar to traditional plant keys. Since 2018, the students and I have evaluated a total of 14 apps thus far (see complete list at the bottom of the article). In the fall of 2021, I drastically increased the number of identifications used to rank the apps by involving 16 groups of university students enrolled in the lab. Each year (2018-2020) I evaluated a minimum of six apps (available for both Android and iOS smartphones) using 10-12 plants, with the best performing apps carrying over to the next year’s evaluation. As an expert in this area, it was with a bit of skepticism I began evaluating plant identification apps in 2018 for use in the Weed Science Laboratory class at MSU (i.e., CSS226L) and for presentations to various garden and commodity groups. There are now several smartphone apps available to assist with plant identification. Plant identification is one of the many services offered at Michigan State University (MSU) Plant & Pest Diagnostics and the MSU Herbarium, and help is available through the Michigan State University Extension Lawn and Garden Hotline (1-88) and Ask Extension through eXtension. Plant identification has been and continues to be a matter of familiarity, knowledge passed down through mentorship by family or friends, or perhaps something learned in school. Plants are the foundation of food webs and they are tied to our understanding of how ecosystems function. We are driven to identify plants for many reasons sometimes it is a curiosity about the world around us, other times it is out of the desire or need to manage areas like gardens, agricultural fields, restored habitats, and/or natural preserves. ![]()
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