Challenges in addressing student difficulties with measurement uncertainty of two-state quantum systems using a multiple-choice question sequence in online and in-person classes

Abstract

Research-validated multiple-choice questions comprise an easy-to-implement instructional tool that serves to scaffold student learning and formatively assess students’ knowledge. We present findings from the implementation, in consecutive years, of research-validated multiple-choice question sequence on measurement uncertainty as it applies to two-state quantum systems. This study was conducted in an advanced undergraduate quantum mechanics course, in an online and in-person learning environments in consecutive years. Student learning was assessed after receiving traditional lecture-based instruction in relevant concepts, and their performance was compared with that on a similar assessment given after engaging with the multiple-choice question sequence. We analyze and discuss the similar and differing trends observed in the two modes of instruction.

Development, validation and online and in-person implementation of clicker question sequence on change of basis

“…Online instruction results seem to be only slightly worse or no worse than in-person results. This is consistent with what we have seen in other studies [35,36]. One possible reason the online results without peer instruction are not significantly worse than the in-person results with peer instruction is that students had their cameras off; as such, some may have consulted resources even though they were not supposed to consult any [40].…”

“…When presented in sequences of validated questions on a particular topic, clicker questions can systematically help students with particular concepts that they may be struggling with. Previously, such multiple-choice question sequences, or Clicker Question Sequences (CQS), related to several key QM concepts have been developed, validated and implemented [33][34][35][36]. Here, we describe the development, validation, and implementation of a CQS intended to help students learn about outer products and change of basis in two-state quantum systems.…”

Challenges in addressing student difficulties with basics and change of basis for two-state quantum systems using a multiple-choice question sequence in online and in-person classes

“…Aside from this, student scores from online instruction are seen to be only slightly worse or no worse than those from in-person instruction. Similarly, we have seen student performance in online classes in other studies to be on par in some respects [36,65]. However, students in the online class also all had their cameras and microphones off, possibly enabling them to consult resources that they were not intended to access, so there may also be some inflation in the scores, as was suggested in another study of student performance on content surveys [66].…”

Student understanding of the Bloch sphere

“…We have been researching student difficulties and using the research to guide the development of learning tools for concepts covered in undergraduate QM courses [33]. Previous work from our group includes Quantum Interactive Learning Tutorials (QuILTs) on topics such as the Mach-Zehnder interferometer and quantum key distribution, and Clicker Question Sequences (CQSs) on topics such as the basics and change of basis [34], quantum measurement [35], time-development, and measurement uncertainty of twostate quantum systems [35][36][37][38][39]. Even after traditional lecture-based instruction, students may not yet have a strong grasp of important concepts, but further engagement and practice using a research-validated tutorial may help them develop additional fluency with those concepts.…”