We provide an extensive overview of a wide range of quantum games and interactive tools that have been employed by the quantum community in recent years. We present selected tools as described by their developers, including "Hello Quantum, Hello Qiskit, Particle in a Box, Psi and Delta, QPlayLearn, Virtual Lab by Quantum Flytrap, Quantum Odyssey, ScienceAtHome, and the Virtual Quantum Optics Laboratory." In addition, we present events for quantum game development: hackathons, game jams, and semester projects. Furthermore, we discuss the Quantum Technologies Education for Everyone (QUTE4E) pilot project, which illustrates an effective integration of these interactive tools with quantum outreach and education activities. Finally, we aim at providing guidelines for incorporating quantum games and interactive tools in pedagogic materials to make quantum technologies more accessible for a wider

Educating K12 students and general public in quantum physics represents an evitable must no longer since quantum technologies are going to revolutionize our lives. Quantum literacy is a formidable challenge and an extraordinary opportunity for a massive cultural uplift, where citizens learn how to engender creativity and practice a new way of thinking, essential for smart community building. Scientific thinking hinges on analyzing facts and creating understanding, and it is then formulated with the dense mathematical language for later fact checking. Within classical physics, learners’ intuition may in principle be educated via classroom demonstrations of everyday-life phenomena. Their understanding can even be framed with the mathematics suited to their instruction degree. For quantum physics, on the contrary, we have no experience of quantum phenomena and the required mathematics is beyond non-expert reach. Therefore, educating intuition needs imagination. Without rooting to experiments and some degree of formal framing, educators face the risk to provide only evanescent tales, often misled, while resorting to familiar analogies. Here, we report on the realization of QPlayLearn, an online platform conceived to explicitly address challenges and opportunities of massive quantum literacy. QPlayLearn’s mission is to provide multilevel education on quantum science and technologies to anyone, regardless of age and background. To this aim, innovative interactive tools enhance the learning process effectiveness, fun, and accessibility, while remaining grounded on scientific correctness. Examples are games for basic quantum physics teaching, on-purpose designed animations, and easy-to-understand explanations on terminology and concepts by global experts. As a strategy for massive cultural change, QPlayLearn offers diversified content for different target groups, from primary school all the way to university physics students. It is addressed also to companies wishing to understand the potential of the emergent quantum industry, journalists, and policymakers needing to seize what quantum technologies are about, as well as all quantum science enthusiasts.

We study the dynamics of a quantum system Γ with an environment Ξ made of N elementary quantum components. We aim at answering the following questions: can the evolution of Γ be characterized by some general features when N becomes very large, regardless of the specific form of its interaction with each and every component of Ξ? In other terms: should we expect all quantum systems with a macroscopic environment to undergo a somehow similar evolution? And if yes, of what type? In order to answer these questions we use well established results from large-N quantum field theories, particularly referring to the conditions ensuring a large-N quantum model to be effectively described by a classical theory. We demonstrate that the fulfillment of these conditions, when properly imported into the framework of the open quantum systems dynamics, guarantees that the evolution of Γ is always of the same type of that expected if Ξ were a measuring apparatus, no matter the details of the actual interaction. On the other hand, such details are found to determine the specific basis w.r.t. which Γ undergoes the decoherence dictated by the dynamical description of the quantum measurement process. This result wears two hats: on the one hand it clarifies the physical origin of the formal statement that, under certain conditions, any channel from ρ Γ to ρ Ξ takes the form of a measure-and-prepare map, as recently shown in Ref. [1]; on the other hand, it for-Caterina Foti: caterina.foti@unifi.it malizes the qualitative argument that the reason why we do not observe state superpositions is the continual measurement performed by the environment.

We draw a picture of physical systems that allows us to recognize what “time” is by requiring consistency with the way that time enters the fundamental laws of Physics. Elements of the picture are two non-interacting and yet entangled quantum systems, one of which acting as a clock. The setting is based on the Page and Wootters mechanism, with tools from large-N quantum approaches. Starting from an overall quantum description, we first take the classical limit of the clock only, and then of the clock and the evolving system altogether; we thus derive the Schrödinger equation in the first case, and the Hamilton equations of motion in the second. This work shows that there is not a “quantum time”, possibly opposed to a “classical” one; there is only one time, and it is a manifestation of entanglement.