https://doi.org/10.1140/epjqt/s40507-025-00327-4
Research
Investigating the use of multiple representations in university courses on quantum technologies
1
Department of Physics, University of Kaiserslautern-Landau, Erwin-Schrödinger-Str. 46, 67663, Kaiserslautern, Germany
2
Chair of Physics Education, Faculty of Physics, Ludwig-Maximilians-Universität München, Geschwister-Scholl-Platz 1, 80539, Munich, Germany
Received:
1
October
2024
Accepted:
7
February
2025
Published online:
13
February
2025
The field of Quantum Information Science and Technology (QIST) education presents unique challenges for both students and educators, such as the necessity of understanding abstract properties of quantum systems. To provide a more intuitive understanding of quantum systems, a multitude of qubit representations have been developed in recent years. Given the diversity of the field, a specific representation may be more suitable in one content area of than in another. Consequently, the choice of representation may vary considerably depending on the course orientation. However, no exhaustive analysis has been conducted into the differences between the representation of single- and multi-qubit systems in higher education QIST courses. Furthermore, the factors which influence the selection of a suitable representation remain open. To close this gap, we conducted an online survey with 25 educators at different German and Austrian universities on their use of representations in QIST-related courses. The results confirm the pivotal role of mathematical formalism in QIST education regardless of the specific course characteristics but also reveal an untapped potential for enhancing student learning through the intentional and comprehensive use of multiple external representations (MERs), especially in the case of multi-qubit systems. The findings are discussed within the context of the field of QIST and current insights into learning with MERs.
Key words: Quantum technologies / Higher education / Multiple representations
Supplementary Information The online version contains supplementary material available at https://doi.org/10.1140/epjqt/s40507-025-00327-4.
© The Author(s) 2025
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