Serious Game for Quantum Research

Brown, Oliver Thomson; Truesdale, John; Louchart, Sandy; McEndoo, Suzanne; Maniscalco, Sabrina; Robertson, Judy; Lim, Theodore; Kilbride, Stephen

doi:10.1007/978-3-642-40790-1_17

Cited by 6 publications

(5 citation statements)

References 14 publications

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“…In the last decade GWAPs have flourished, being designed and used for both scientific research [46][47][48][49][50][51][52][53] and science education, in particular in the quantum domain [54][55][56]. Here, they have been boosted by productions made within quantum game jams [57][58][59] inspired by pioneering work on games on quantum computers [60].…”

Section: Introductionmentioning

confidence: 99%

Games for Teaching/Learning Quantum Mechanics: A Pilot Study with High-School Students

et al. 2022

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The teaching of quantum physics is challenging, not the least because teachers must overcome the traditional narrative approach, students must gain a conceptual understanding of fundamentals, and citizens must become aware of quantum technologies. Quantum games are powerful tools to overcome obstacles and push one’s limits without fear of failure. We report on a pilot study involving twenty high-school student volunteers, consisting of a compact intervention module on the concepts of quantum states, properties, measurement, superposition, and entanglement within the framework of the Model of Educational Reconstruction, followed by playing a game, quantum TiqTaqToe. The outcomes of this research-based learning environment are discussed via the qualitative analysis of students’ answers to two open questionnaires. We find that students grasped the concepts of superposition and, with special awareness, entanglement, the game proving effective to help students experience their implications in quantum behavior. The informal and stimulating tournament atmosphere favored intertwining of the game with learning goals. Our central message is that the use of quantum game tools fits a teaching/learning environment in manners often not well understood in the literature; it enhances awareness of the nature of new and non-intuitive concepts, increases complementarity with other languages within the process of thinking about physics, boosts student engagement, and improves intervention efficiency and effectiveness.

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Section: Introductionmentioning

confidence: 99%

Games for Teaching/Learning Quantum Mechanics: A Pilot Study with High-School Students

et al. 2022

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“…Research in different fields highlighted the role of games in favouring the connection between abstraction and formalization. Games designed with a purpose (GWAPs) can be powerful tools to boost research and science education [29][30][31][32][37][38][39][40][41][42][43], in particular favouring the use of intuition to quickly solve very complex computational problems [44], and reinforcing motivations and voluntary participation, ensuring…”

Section: Data Availability Statementmentioning

confidence: 99%

An experiential program on the foundations of quantum mechanics for final-year high-school students

Montagnani¹,

Stefanel

Chiofalo

et al. 2023

Phys. Educ.

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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.

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“…It has been used to explore a number of different problems in an integrated experts-citizen scientist research, which includes the optimization of ultracold-atoms experiments [20]. The Turku Group on Quantum Technology (TQT) has used a GWAP approach to measure information flow from/to a qubit as an open quantum system, an especially challenging optimization problem for quantum information theory [21]. The engineering of a Quantum Black Box [22] as a quantum problem solver and optimizers has been proposed within the IQHuMinds initiative (see concept in Figure 1) [23], including the design of input and output human-machine interfaces by means of a cross-disciplinary neuroscience, computer science, and quantum science approach, and the development of education tools aimed at boosting the citizen science resources.…”

Section: Time To Play: How Gamification Can Support Physics Educationmentioning

confidence: 99%

Quantum Physics Literacy Aimed at K12 and the General Public

et al. 2021

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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.

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Serious Game for Quantum Research

Cited by 6 publications

References 14 publications

Games for Teaching/Learning Quantum Mechanics: A Pilot Study with High-School Students

Games for Teaching/Learning Quantum Mechanics: A Pilot Study with High-School Students

An experiential program on the foundations of quantum mechanics for final-year high-school students

Quantum Physics Literacy Aimed at K12 and the General Public

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