2025 ASEE Annual Conference & Exposition

This study builds on the initial findings from an NSF-funded project aimed at enhancing the curriculum for Quantum Information Science (QIS). The QIS course modules at University X have been undergoing iterations of redesign using multimedia-based learning (MBL), dynamic visualization, and simulation-based learning. We applied the European Competence Framework for Quantum Technologies (ECFQT), proposed by Quantum Technology Education, to categorize and measure the skills and competencies gained from an introductory quantum devices course offered in Spring 2024. The ECFQT framework comprises seven critical areas, covering foundational concepts and integrating best practices in QIS education. This study addresses the following research questions: (1) How does the use of dynamic visualization and simulation-based slides impact students’ understanding of complex concepts in the QIS course? (2) How does integrating relevant quantum research articles into classroom instruction affect students’ learning outcomes and engagement in class?
We adopted an interpretive paradigm, which served as a framework to understand and interpret the subjective experiences of individuals. A mixed-method study was conducted to measure the students' learning experiences and evaluate the effectiveness of the redesigned course modules. A baseline survey was administered at the start of the Spring 2024 semester. Additionally, two researchers conducted classroom observations using the COPUS protocol. The students were asked to complete a summative survey at the end of the course. We later followed up with semi-structured interviews of both the students and the instructor. Thematic analysis was employed to capture students’ reflections on using multimedia-based pedagogy and primary literature in the course. Mapping the homework to the seven areas of ECFQT allowed us to measure specific skills and competencies in QIS. Our results indicate increased student engagement and improved learning outcomes. Overall, the use of MBL pedagogy combined with primary research literature was effective and helped students overcome challenges associated with the highly abstract nature of QIS courses.