arXiv subjects

Liam Doyle

Publications and source records attributed to Liam Doyle.

4 recordsLinked to original sources

arXiv2026

Improving student understanding via interactive learning tutorial on quantum key distribution using entanglement

We describe the development, validation and implementation of a Quantum Interactive Learning Tutorial (QuILT) on quantum key distribution (QKD) using entanglement, a context which involves a practical application of quantum concepts relevant for the second quantum revolution. The QuILT helps students learn quantum concepts relevant for quantum cryptography using a simple two-particle system. The protocol uses two entangled particles and two Stern-Gerlach Apparati to generate a random shared key over a public channel for encrypting and decrypting information. It actively engages students in the learning process and helps them build links between the concepts learned in class and their real world applications. The QuILT was implemented as a homework in a traditional quantum mechanics course and a quantum computing and quantum information course. The evaluation suggests that the QuILT is helpful in improving students' understanding of the concepts related to QKD in both courses. Also, the evaluation of the QuILT in both types of courses with or without lecture-based instruction in relevant QKD concepts suggests that the QuILT can be given as a homework after lecture-based instruction on entanglement without in-class discussion on QKD. Therefore, entanglement can be covered without taking up much in-class time, while also providing students with an understanding of the QKD method and how it protects from eavesdroppers.

physics.ed-ph↗

arXiv2026

Navigating Hype, Interdisciplinary Collaboration, and Industry Partnerships in Quantum Information Science and Technology: Perspectives from Leading Quantum Educators

The rapid advancement of quantum information science and technology (QIST) has generated significant attention from people in academia, industry, and the public. Recent advances in QIST have led to both opportunities and challenges for students and researchers who are curious about the potential of the field amid hype, considering whether their skills are aligned with what the field needs, and contemplating how collaborating with industries may impact their research. This qualitative study presents perspectives from leading quantum researchers who are educators on three critical aspects shaping QIST's development: (1) the impact of hype in the field and strategies for managing expectations, (2) approaches to creating conducive environments that attract students and established researchers from non-physics disciplines, and (3) effective models for fostering university-industry partnerships that can be valuable for students and researchers alike. These aspects, along with several interconnected challenges, were explored through in-depth interviews with quantum educators. Our findings reveal nuanced perspectives on managing the hype cycle and its risks in creating unrealistic expectations. Regarding greater interdisciplinary engagement and attracting more non-physicists to QIST, educators emphasized the need to recognize and leverage existing expertise from other fields while developing educational pathways that meet diverse student backgrounds to prepare them for the QIST workforce. On university-industry partnerships, respondents highlighted successful models, while noting persistent challenges around intellectual property, confidentiality, and differing organizational goals. These insights provide valuable guidance for educators, policymakers, and industry leaders working to build a sustainable quantum workforce while maintaining realistic expectations about the field's trajectory.

physics.ed-ph↗

arXiv2026

Do we have a quantum computer? Expert perspectives on current status and future prospects

The rapid growth of quantum information science and technology (QIST) in the 21st century has created both excitement and uncertainty about the field's trajectory. This qualitative study presents perspectives from leading quantum researchers, who are educators, on fundamental questions frequently posed by students, the public, and the media regarding QIST. Through in-depth interviews, we explored several issues related to QIST including the following key areas: the current state of quantum computing in the noisy intermediate-scale quantum (NISQ) era and timelines for fault-tolerant quantum computers, the feasibility of personal quantum computers in our pockets, and promising qubit architectures for future development. Our findings reveal diverse yet convergent perspectives on these issues. While experts agree that the current machines with physical qubits that are being built currently should be called quantum computers, most estimated that it will take a decade to build a small fault-tolerant quantum computer, and several decades to achieve scalable systems capable of running Shor's factoring algorithm with quantum advantage. Regarding carrying a quantum computer in the pocket, experts viewed quantum computers as specialized tools that will remain in central locations such as data centers and can be accessed remotely for applications for which they are particularly effective compared to classical computers. Quantum researchers suggested that multiple platforms show promise, with no clear winner emerging. These insights provide valuable guidance for educators, policymakers, and the broader community in establishing realistic expectations for developments in this exciting field. Our findings can provide valuable information for educators to clarify student doubts about these important yet confusing issues related to quantum technologies.

physics.ed-ph↗

arXiv2025

Building Bridges in Quantum Information Science Education: Expert Insights to Guide Framework Development for Interdisciplinary Teaching and Evolution of Common Language

The rapid growth of quantum information science and technology (QIST) presents unique educational challenges as it brings together students and researchers from many disciplines. This work presents findings from in-depth interviews with leading quantum researchers who are also educators, whose perspectives provide guidance for developing a framework for interdisciplinary QIST teaching and builds on our earlier paper that focused on QIST courses and curricula. We discuss their reflections on three critical aspects of QIST education: (1) the development of a common interdisciplinary language, (2) determining appropriate levels of abstraction and physical detail for students from various disciplines, and (3) why students should pursue courses, degrees, and careers in this field. Our analysis reveals that the emergence of linguistic evolutions such as "qubits" and "measurement bases", rather than a focus on measurement of physical observables and their corresponding Hermitian operators, has begun to create a unifying framework that transcends disciplinary boundaries. Nevertheless, educators face ongoing challenges in balancing the level of abstractness with physical details as well as mathematical rigor with conceptual accessibility. The experts emphasize that successful QIST education for an interdisciplinary student body not only requires a shift from traditional quantum mechanics pedagogy for physics majors, but careful consideration of students' diverse prior conceptual and mathematical foundations. They highlighted that students have the unique historical opportunity to participate in creating transformative quantum technologies while developing transferable skills for an evolving technological landscape. These findings provide valuable guidance for developing a framework for interdisciplinary QIST teaching especially useful for foundational courses.

physics.ed-ph↗