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QRogue: Lehren von Quantum Computing mithilfe eines Rogue-like Spielkonzepts

Michael Artner

Published Jan 1, 2025• 0 citations

Abstract

The steady progress in quantum computing over the last couple of years is bringing the technology closer to practical industrial applications. While some questions regarding the realization of quantum hardware remain, more quantum computing experts will undoubtedly be needed in the coming years to propel the technology forward. Thus, aside from research in the field of quantum computing, we also need to find efficient ways to teach its fundamentals to a broader audience. This includes computer scientists, who have the advantage of linking parts of their classical computer knowledge to the domain of quantum computing, e.g., in terms of circuits and algorithmic expertise. Another scientific field that has received a lot of traction over the last decade is educational games. Although specifics depend on the topic taught, there is already substantial evidence of their potential to teach complex topics successfully, including mathematics and engineering. Therefore, we are proposing QRogue, an educational quantum computing puzzle game with Rogue-like elements. By linking quantum computing to educational games, it aims to address the lack of quantum computing specialists to support the field’s future development. At its core, the game tasks players to build circuits using quantum gates to produce specific output states. This game mechanic is further supported by a game world filled with quantum computing metaphors to strike a balance between teaching the underlying math of quantum computing and the abstract concepts behind it. To evaluate the effectiveness of QRogue’s teaching methods and further improve them, we conducted two user studies (eight participants each) at different stages of development. Overall, the results show that the game’s approach was perceived as educational and fun, while also unveiling valuable insights and potential improvements for future educational quantum computing games.

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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^{\prime}

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^{\prime}

Game covers the fundamentals of quantum computing. From this base knowledge, players can explore more complex concepts in the field. Furthermore, this paper describes how

Q^{\prime}

Game can be used as a unique learning tool and experience to create interest in the young generation towards quantum computing.

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.

With the development of quantum computing and quantum information science, quantum games are emerging as a novel educational tool that helps students intuitively understand complex quantum concepts. This paper explores the application of quantum games in quantum education, with a focus on analyzing the rules, teaching design, and their impact on students' cognitive development in “Quantum Chess”. Quantum Chess integrates core concepts such as quantum superposition, entanglement, and measurement, allowing students to experience the unique phenomena of quantum physics during the game. In the future, further optimization of the integration of quantum games and education will be necessary to meet diverse learning needs and promote the broader application of quantum computing technology in the field of education.

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With a vast domain of applications and now having quantum computing hardware available for commercial use, an education challenge arises in getting people of various background to become quantum literate. Quantum Odyssey is a new piece of computer software that promises to be a medium where people can learn quantum computing without any previous requirements. It aims to achieve this through visual cues and puzzle play, without requiring the user to possess a background in computer coding or even linear algebra, which are traditionally a must to work on quantum algorithms. In this paper we report our findings on an UKRI Citizen Science grant that involves using Quantum Odyssey to teach how to construct quantum computing algorithms. Sessions involved 30 minutes of play, with 10 groups of 5 students, ranging between 11 to 18 years old, in two schools in the UK. Results show the Quantum Odyssey visual methods are efficient in portraying counterintuitive quantum computational logic in a visual and interactive form. This enabled untrained participants to quickly grasp difficult concepts in an intuitive way and solve problems that are traditionally given today in Masters level courses in a mathematical form. The results also show an increased interest in quantum physics after play, a higher openness and curiosity to learn the mathematics behind computing on quantum systems. Participants developed a visual, rather than mathematical intuition, that enabled them to understand and correctly answer entry level technical quantum information science.

Quantum computing is an emerging technology with a burgeoning industry and growing workforce needs. The demand for computer scientists with quantum computing knowledge is increasing, as their skills are needed to make quantum computing a scalable and useful resource. However, few computer scientists are formally educated in quantum computing, with most education occurring in physics curricula. Although some open source learning resources and software tools for quantum computing are available, they employ a quantum mechanical, hardware-driven framing that poses accessibility challenges for computing-focused learners. Educational games have seen some success in quantum computing outreach initiatives, particularly in building intuition for quantum mechanical concepts, but rarely relate to computing practices. This submission outlines a doctoral research programme that seeks to develop computing-centred interactions with quantum computing systems, and to explore how play can be leveraged in these interactions as a means of building quantum intuitions in a computing context.