arXiv subjects

Jonas Bley

Publications and source records attributed to Jonas Bley.

8 recordsLinked to original sources

arXiv2025

Visualization enhances Problem Solving in multi-Qubit Systems

Quantum Information Science (QIS) is a vast, diverse, and abstract field. In consequence, learners face many challenges. Science, Technology, Engineering, and Mathematics (STEM) education research has found that visualizations are valuable to aid learners in complex matters. The conditions under which visualizations pose benefits are largely unexplored in QIS education. In this eye-tracking study, we examine the conditions under which the visualization of multi-qubit systems with the Dimensional Circle Notation (DCN) in addition to the mathematical symbolic Dirac Notation (DN) is associated with a benefit for solving problems on the ubiquitously used Hadamard gate operation in terms of performance, Extraneous Cognitive Load (ECL) and Intrinsic Cognitive Load (ICL). We find that DCN increases performance and reduces cognitive load for participants with little experience in quantum physics. In addition, representational competence is able to predict reductions in ECL with DCN, but not performance or ICL. Analysis of the eye-tracking results indicates that task solvers with more transitions between DN and DCN benefit less from the visualization. We discuss the generalizability of the results and practical implications.

physics.ed-ph↗

arXiv2025

Learning quantum properties with informationally redundant external representations: An eye-tracking study

Recent research indicates that the use of multiple external representations MERs has the potential to support learning, especially in complex scientific areas, such as quantum physics. In particular, the provision of informationally redundant external representations can have advantageous effects on learning outcomes. This is of special relevance for quantum education, where various external representations are available and their effective use is recognised as crucial to student learning. However, research on the effects of informationally redundant external representations in quantum learning is limited. The present study aims to contribute to the development of effective learning materials by investigating the effects of learning with informationally redundant external representations on students' learning of quantum physics. Using a between-subjects design, 113 students were randomly assigned to one of four learning conditions. The control group learnt with a traditional multimedia learning unit on the behaviour of a single photon in a Mach-Zehnder interferometer. The three intervention groups received redundant essential information in the Dirac formalism, the Bloch sphere, or both. The use of eye tracking enabled insight into the learning process depending on the external representations provided. While the results indicate no effect of the study condition on learning outcomes (content knowledge and cognitive load), the analysis of visual behaviour reveals decreased learning efficiency with the addition of the Bloch sphere to the multimedia learning unit. The results are discussed based on current insight in learning with MERs. The study emphasises the need for careful instructional design to balance the associated cognitive load when learning with informationally redundant external representations.

physics.ed-ph↗

arXiv2024

LLM-Generated Tips Rival Expert-Created Tips in Helping Students Answer Quantum-Computing Questions

Individual teaching is among the most successful ways to impart knowledge. Yet, this method is not always feasible due to large numbers of students per educator. Quantum computing serves as a prime example facing this issue, due to the hype surrounding it. Alleviating high workloads for teachers, often accompanied with individual teaching, is crucial for continuous high quality education. Therefore, leveraging Large Language Models (LLMs) such as GPT-4 to generate educational content can be valuable. We conducted two complementary studies exploring the feasibility of using GPT-4 to automatically generate tips for students. In the first one students (N=46) solved four multiple-choice quantum computing questions with either the help of expert-created or LLM-generated tips. To correct for possible biases towards LLMs, we introduced two additional conditions, making some participants believe that they were given expert-created tips, when they were given LLM-generated tips and vice versa. Our second study (N=23) aimed to directly compare the LLM-generated and expert-created tips, evaluating their quality, correctness and helpfulness, with both experienced educators and students participating. Participants in our second study found that the LLM-generated tips were significantly more helpful and pointed better towards relevant concepts than the expert-created tips, while being more prone to be giving away the answer. While participants in the first study performed significantly better in answering the quantum computing questions when given tips labeled as LLM-generated, even if they were created by an expert. This phenomenon could be a placebo effect induced by the participants' biases for LLM-generated content. Ultimately, we find that LLM-generated tips are good enough to be used instead of expert tips in the context of quantum computing basics.

cs.HC↗

arXiv2024

Visualizing Quantum States: A Pilot Study on Problem Solving in Quantum Information Science Education

In the rapidly evolving interdisciplinary field of quantum information science and technology, a major obstacle is the need to understand advanced mathematics to solve complex problems. Current findings in educational research suggest that incorporating visualizations into problem-solving settings can have beneficial effects on students' performance and cognitive load compared to relying solely on symbolic problem-solving content. Visualizations like the (dimensional) circle notation enable us to represent not only single-qubit but also more complex multi-qubit states, entanglement, and quantum algorithms. In this pilot study, we aim to take an initial step toward identifying the contexts in which students benefit from the presentation of visualizations of single- and multi-qubit systems in addition to mathematical formalism. For this purpose, we propose a set of test items and a comprehensive methodology to assess students' performance and cognitive load when solving problems. This is a pilot investigation with a large breadth of questions intended to generate hypotheses and guide larger-scale, more focused studies in the future. Specifically, we compare two approaches: using the mathematical-symbolic Dirac Notation alone and using it in combination with the (dimensional) circle notation. In surveys in one-, two- and three-qubit systems, we gather qualitative data from five, five and two think-aloud interviews, identifying problems that students encounter and their problem-solving strategies. In addition, we analyze quantitative data (performance and cognitive load) from 23, 27 and 17 participants in surveys on one-, two- and three-qubit systems recruited mainly from our quantum computing lectures. We find that most of the test items are appropriate for a heterogeneous target group, as they can differentiate between participants in terms of performance and time taken...

quant-ph↗

arXiv2023

A Framework for Curriculum Transformation in Quantum Information Science and Technology Education

The field of Quantum Information Science & Technology (QIST) is booming. Due to this, many new educational courses and university programs are needed in order to prepare a workforce for the developing industry. Owing to its specialist nature, teaching approaches in this field can easily become disconnected from the substantial degree of science education research which aims to support the best approaches to teaching in Science, Technology, Engineering & Mathematics (STEM) fields. In order to connect these two communities with a pragmatic and repeatable methodology, we have synthesised this educational research into a decision-tree based theoretical model for the transformation of QIST curricula, intended to provide a didactical perspective for practitioners. The Quantum Curriculum Transformation Framework (QCTF) consists of four steps: 1. choose a topic, 2. choose one or more targeted skills, 3. choose a learning goal and 4. choose a teaching approach that achieves this goal. We show how this can be done using an example curriculum and more specifically quantum teleportation as a basic concept of quantum communication within this curriculum. By approaching curriculum creation and transformation in this way, educational goals and outcomes are more clearly defined which is in the interest of the individual and the industry alike. The framework is intended to structure the narrative of QIST teaching, and with future testing and refinement it will form a basis for further research in the didactics of QIST.

physics.ed-ph↗

arXiv2023

Visualizing Entanglement in multi-Qubit Systems

In the field of quantum information science and technology, the representation and visualization of quantum states and related processes are essential for both research and education. In this context, a focus especially lies on ensembles of few qubits. There exist many powerful representations for single-qubit and multi-qubit systems, such as the famous Bloch sphere and generalizations. Here, we utilize the dimensional circle notation as a representation of such ensembles, adapting the so-called circle notation of qubits and the idea of representing the n-particle system in an n-dimensional space. We show that the mathematical conditions for separability lead to symmetry conditions of the quantum state visualized, offering a new perspective on entanglement in few-qubit systems and therefore on various quantum algorithms. In this way, dimensional notations promise significant potential for conveying nontrivial quantum entanglement properties and processes in few-qubit systems to a broader audience, and could enhance understanding of these concepts as a bridge between intuitive quantum insight and formal mathematical descriptions.

quant-ph↗

arXiv2022

Modelling assisted tunneling on the Bloch sphere using the Quantum Composer

The Bloch sphere representation is a geometric model for all possible quantum states of a two-level system that can be used to describe the time dynamics of a qubit. As explicit application, we consider the time dynamics of a particle in a double-well potential. In particular, we adopt a recent method for off-resonant excitations, the so-called SUPER principle (Swing-UP of the quantum emitter population) driven by periodic electromagnetic fields, to the context of quantum tunnelling. We show that the tunnelling probability can be enhanced significantly when an appropriate oscillation of the potential height is introduced. Driven by a collaborative approach we call educator-developer dialogue, an updated version of the software Quantum Composer is presented. For educational purposes, we map the two lowest energy states of the 1D-Schr\"odinger equation to the Bloch sphere representation, leading to a rather clear and intuitive physical picture for the pertinent time dynamics.

physics.ed-ph↗

arXiv2021

Investigating 3D printed Cartesian Divers

Despite the difficult circumstances due to the COVID-19 pandemics, physics students can tackle interesting questions that are part of physics competitions as the German Physicists' Tournament (GPT) 2020. Due to the COVID-19 pandemics in 2020, many competitions such as the GPT are held online. Furthermore, the usual options of equipment offered by the supervising university institutions could not be used by the students. The problems of the GPT 2020 therefore had to be chosen in such a way that they could be examined at home using simple means. One of these supposedly simple but profound experiments - the Cartesian divers - is described in this article. By using 3D printing, the relevant variables could be varied in a controlled manner and the theoretical model for Cartesian divers could be examined experimentally.

physics.ed-ph↗