This work-in-progress research paper presents an innovative learning methodology based on gamification and the concept of “building your own knowledge” to motivate and spark students' interest in quantum computing. Using the Scratch platform with younger high school students, basic quantum computing principles are taught through interactive mini-games, focusing on concepts like superposition and entanglement. For older students, a more formal methodology is proposed that uses the Bloch Sphere representation via the CreatiCode platform. This paper discusses an implementation of the proposal with high school groups, including statistical analysis and feedback collection to assess concept acquisition, strengths, weaknesses and student satisfaction. Data is gathered through questionnaires and interviews, enabling comparison with external test groups for comprehensive evaluation. This approach integrates computational thinking, gamification and visual knowledge construction, aligning with STEM education principles and fostering knowledge retention.
This work-in-progress research paper presents an innovative learning methodology based on gamification and the concept of “building your own knowledge” to motivate and spark students' interest in quantum computing. Using the Scratch platform with younger high school students, basic quantum computing principles are taught through interactive mini-games, focusing on concepts like superposition and entanglement. For older students, a more formal methodology is proposed that uses the Bloch Sphere representation via the CreatiCode platform. This paper discusses an implementation of the proposal with high school groups, including statistical analysis and feedback collection to assess concept acquisition, strengths, weaknesses and student satisfaction. Data is gathered through questionnaires and interviews, enabling comparison with external test groups for comprehensive evaluation. This approach integrates computational thinking, gamification and visual knowledge construction, aligning with STEM education principles and fostering knowledge retention.
Quantum Computing (QC) is often challenging for beginners due to its abstract concepts and mathematical foundations. This paper explores the use of gamification to support the learning of introductory QC concepts. To investigate this, QubitQuest was developed as a set of three educational mini-games designed to teach key QC topics: the Bloch sphere, entanglement, and quantum circuits. The mini-games aim to balance engagement, motivation, and learning while introducing concepts in small and focused units of progressive difficulty. A two-phase user study was conducted to evaluate the mini-games. In the first phase, a preliminary survey was conducted to gather information on learners' preferences and inform the design of the mini-games. In the second phase, participants played the mini-games and completed pre- and post-game questionnaires to assess their learning. The results show that participants improved their understanding of introductory QC concepts after playing the mini-games, with post-game scores higher than pre-game scores. Those who completed more levels achieved higher post-game scores, indicating that motivation and engagement influenced the learning outcomes. These findings suggest that mini-games may improve students' learning experience and outcomes when exposed to introductory QC concepts.
This study aims to design and implement a quantum computing education program suitable for high school students, given the growing significance of quantum computing in diverse scientific and industrial fields. While quantum computing is rapidly gaining attention for its potential to revolutionize computational speed and address complex problems, the gap in early education for pre-university students remains notable, especially in South Korea. This research examined international and domestic trends in quantum computing education, developed an activity-based curriculum integrating simulation tools and collaborative problem solving, and applied it to a group of high school students. Through pre- and post-program surveys, activity sheets, and qualitative feedback, the results show a significant increase in students’ understanding and interest in quantum computing concepts such as superposition, entanglement, and quantum gates. The study highlights that an experiential, STEAM-integrated approach using visual and hands-on resources effectively lowers conceptual barriers and enhances engagement. However, challenges such as a lack of prior knowledge and limited educational materials persist. The research suggests policy and curriculum improvements as well as extended teacher training are required to bridge the global educational gap in quantum computing, and indicates that systematic integration of quantum concepts at the high school level is both feasible and impactful.
Education is vital to perpetuating knowledge, assisting in the discovery of innovations that will result in new technologies. As these technologies become more prevalent, so has, and will, the presence of games with the purpose of teaching important concepts, such as STEM, or even technologically, focused ones. In this paper,Q′Game, a game developed to teach quantum computing basics, encourages learning in a fun and engaging way. Through the introduction of qubits and superposition, as well as the basic essential quantum gates,Q′Game covers the fundamentals of quantum computing. From this base knowledge, players can explore more complex concepts in the field. Furthermore, this paper describes howQ′Game can be used as a unique learning tool and experience to create interest in the young generation towards quantum computing.
Quantum mechanics is a revolutionary scientific field, which lies at the crossroad section of Physics, Mathematics, Computer and Computational Science. In essence, it is considered a cross-disciplinary STEM field, advancing the philosophy of Quantum Literacy (QL), which addresses the transdisciplinary nature of real world complex problems. QL addresses the challenges of learning and skills acquisition, through specific computing activities, within a highly bounded discipline and of access to the kind of powerful knowledge that should be more accessible to a wide group of learners. It is therefore important that quantum computing and quantum technologies knowledge is accessible to students and teachers who work with real problems, in a more inclusive and interactive way. In this paper, we argue for the necessity of exposing students to new and powerful quantum tools, as provided by cutting edge quantum computing technologies. We do that by proposing contemporary and STEM related activities and gamification scenarios, in which they acquire stronger mathematical and computational - problem decomposition and modelling skills, working as real researchers. By engaging students in games and activities related to quantum computing and quantum information processing, they acquire all necessary knowledge related to: superposition, teleportation, entanglement, quantum gates and quantum information. The serious games proposed in this paper relates to quantum strategic games, necessary for STEM activities to train students within the computational thinking 2.0 framework. All scenarios were implemented using the didactic model of inquiry-based learning using Python libraries.
Abstract Teaching and learning quantum mechanics is one of the most demanding educational and conceptual challenges, in particular in secondary schools where students do not possess an adequate mathematical background to effectively support the description of quantum behaviour. Educational research shows that traditional approaches, generally based on historical and narrative perspectives, are only partially effective. The reason is that they do not address in depth those basic quantum concepts that radically question the fundamentals of classical physics. A research-based educational program has been proposed to two final-year classes of an Italian scientific high school. In order to build the main concepts of quantum mechanics and their formal basic representation via real and simulated experiments, the program uses the light polarization as a context. A quantum game was then integrated in the educational program, to support students’ learning. Their conceptual paths, monitored by means of tutorials and questionnaires, show significant student learning especially on the concept of state and on appropriating the formalism meaning, whereas students more frequently referred to the geometrical vector representation instead of the algebraic-analytic formula. The quantum game has emerged to support intuition and operative experience in distinguishing the foundational concepts of superposition and entanglement.
This paper analyzes extant studies on the teaching of quantum computing within the K-12 education levels.This analysis was necessitated by the limited information on the incorporation of quantum computing in the K-12 curriculum, including the pedagogical approaches, resources utilized, and how quantum computing can be promoted in schools.A systematic literature review approach was adopted to provide answers to the research questions using four reputable academic databases.The databases include ACM, Scopus, IEEE, and Web of Science where articles published between 2012 and March 2023 were retrieved.Fifty articles were found eligible for review from the numerous papers the search yielded.The analysis of the papers indicates that the main teaching methods adopted by researchers were direct instruction, hands-on activity, collaborative learning, inquiry-based learning, participatory learning, game-based learning, project-based learning, and design-oriented learning.The result further showed that the key assessment methods adopted mostly to evaluate the teaching of quantum computing include self-report evaluation, process observation, and knowledge and acquisition questions.The findings were discussed in relation to their implication for promoting quantum computing education in schools.This study offers insight for educators, computing and educational researchers, and education policymakers.