Abstract As quantum computing education expands into K-12 settings, learning environments that help novice learners understand abstract quantum concepts and explore quantum circuits are increasingly needed. This study developed EduQubit, a web-based quantum computing learning environment, and compared it with IBM Quantum Composer. A pretest–posttest study was conducted with 84 sixth-grade students from four intact classrooms at an elementary school in South Korea. The four classrooms were randomly assigned to the EduQubit or IBM Quantum Composer condition. EduQubit structured learning through step-by-step missions and subsequent open-ended exploration, whereas the IBM Quantum Composer condition relied on teacher guidance for the same learning tasks. The results included conceptual understanding of quantum computing, self-efficacy of quantum programming, subjective workload, and user experience; student interviews were also conducted.Student-level ANCOVA showed significantly higher posttest conceptual understanding in the EduQubit group after controlling for pretest scores (p = .036, partial η2 = .053). In contrast, quantum programming self-efficacy, subjective workload, and user experience did not differ significantly between the two groups. The exploratory classroom-level analysis showed the same directional pattern for conceptual understanding, although only four classrooms were included. Interviews indicated that both environments supported hands-on circuit exploration, but differed in how that exploration was guided and in the difficulties students encountered.These findings suggest that quantum computing learning environments for novice learners may benefit from going beyond circuit-manipulation functionality to structure learners’ exploration, with greater guidance during initial learning and progressively increasing autonomy. Given the small number of classrooms and the short intervention, the findings should be interpreted as exploratory rather than definitive evidence of the effects of the learning-environment.
Abstract As quantum computing education expands into K-12 settings, learning environments that help novice learners understand abstract quantum concepts and explore quantum circuits are increasingly needed. This study developed EduQubit, a web-based quantum computing learning environment, and compared it with IBM Quantum Composer. A pretest–posttest study was conducted with 84 sixth-grade students from four intact classrooms at an elementary school in South Korea. The four classrooms were randomly assigned to the EduQubit or IBM Quantum Composer condition. EduQubit structured learning through step-by-step missions and subsequent open-ended exploration, whereas the IBM Quantum Composer condition relied on teacher guidance for the same learning tasks. The results included conceptual understanding of quantum computing, self-efficacy of quantum programming, subjective workload, and user experience; student interviews were also conducted.Student-level ANCOVA showed significantly higher posttest conceptual understanding in the EduQubit group after controlling for pretest scores (p = .036, partial η2 = .053). In contrast, quantum programming self-efficacy, subjective workload, and user experience did not differ significantly between the two groups. The exploratory classroom-level analysis showed the same directional pattern for conceptual understanding, although only four classrooms were included. Interviews indicated that both environments supported hands-on circuit exploration, but differed in how that exploration was guided and in the difficulties students encountered.These findings suggest that quantum computing learning environments for novice learners may benefit from going beyond circuit-manipulation functionality to structure learners’ exploration, with greater guidance during initial learning and progressively increasing autonomy. Given the small number of classrooms and the short intervention, the findings should be interpreted as exploratory rather than definitive evidence of the effects of the learning-environment.
This chapter presents teachers and students with the fundamental concepts and principles of quantum computing in a fashion that is both for learners and educators. As quantum technologies are breaking into the lead roles in innovation, integrating quantum literacy into curriculum education is becoming increasingly essential. This chapter makes difficult concepts like qubits, superposition, entanglement, and quantum gates easy to understand and what makes classical and quantum computation distinct in easy-to-understand terms. It offers teachers effective methods for approaching quantum concepts through analogs, simulations, and hands-on devices like IBM’s Quantum Experience. For students, this chapter opens up inquiry by means of interactive and inquiry-based approaches, leading to increased understanding. Interdisciplinary education—physics, math, and computer science—is used as a starting point for the study of quantum mechanics and computing applications. It surveys current trends in quantum curriculum design and offers feasible case studies of effective quantum education initiatives in schools and universities. Problems of the absence of qualified teachers, lack of access to quantum materials, and learning inequalities are observed and accompanied by advice regarding scalable and inclusive methods of pedagogy.
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.
Quantum computing education requires students to move beyond classical programming intuitions related to state, determinism, and debugging, and to develop reasoning skills grounded in probability, measurement, and interference. This paper reports on the design and delivery of a combined undergraduate and graduate course at Louisiana State University that employed a lab-integrated learning model to support conceptual change and progressive understanding. The course paired lectures with weekly programming labs that served as environments for experimentation and reflection. These labs enabled students to confront misconceptions and refine their mental models through direct observation and evidence-based reasoning. Instruction began with Quantum Without Linear Algebra (QWLA), which introduced core concepts such as superposition and entanglement through intuitive, dictionary representations. The course then transitioned to IBM Qiskit, which provided a professional framework for circuit design, noise simulation, and algorithm implementation. Analysis of student work and feedback indicated that hands-on experimentation improved confidence, conceptual clarity, and fluency across representations. At the same time, it revealed persistent challenges in debugging, reasoning about measurement, and understanding probabilistic outcomes. This paper presents the course structure, instructional strategies, and lessons learned, and argues that lab-integrated learning offers an effective and accessible approach to teaching quantum computing in computer science education.
Quantum Computing is an exciting field that draws from information theory, computer science, mathematics, and quantum physics to process information in fundamentally new ways. There is an ongoing race to develop practical/reliable quantum computers and increase the quantum workforce. This needs to be accompanied by the development of quantum computing programs, courses and curricula coupled with the development and adoption of evidence-based materials and pedagogies to support the education of the next generation of quantum information scientists and workforce. At our university, we introduced an introductory course in Quantum Computing to undergraduate students and conducted a case study to investigate the strengths and difficulties of these students in quantum computing after taking the introductory course. Our goal is to contribute to the improvement of quantum computing education while understanding the topics that the students find easy to comprehend and topics that are difficult to comprehend. We conducted a series of interviews to identify these strengths and difficulties. This investigation is essential to help train the next generation of quantum scientists and researchers because it gives information and direction to quantum computing education, and it also helps us to develop research-based teaching and learning materials. We report on the results of these interviews and our initial work on the development of evidence-based materials for teaching an introductory course in Quantum Computing.
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.
This thesis investigates how a hands-on introductory Quantum Computing (QC) course can be effectively designed for students of Computer Science and Media (CSM) at a University of Applied Sciences (UAS). Using a mixed-methods approach - including a literature review, focus group discussions, and a student survey - the study addresses five core research questions concerning course content, abstraction level, instructional methodology, and tool selection. The findings highlight that foundational quantum computing concepts (e.g. superposition, entanglement, interference) should be prioritized, while complex mathematical formulations may be omitted without impairing students’ practical understanding. The research supports a moderately abstract, application-driven course structure, combining theoretical foundations with hands-on programming using tools such as IBM Composer and Qiskit. Both students and lecturers emphasized the importance of accessible, cost-efficient platforms with strong visual and interactive elements. The proposed course framework promotes project-based learning, flexibility, and just-in-time theoretical instruction, accommodating the varied backgrounds of CSM students. This work contributes to the growing field of quantum education in non-physics domains and offers a blueprint for interdisciplinary, practice-oriented QC instruction. Future research is encouraged to incorporate industry perspectives, assess long-term learning outcomes, and expand course content to include topics like quantum ethics.