Multi-qubit state visualizations to support problem solving $-$ a pilot study

• URL: http://arxiv.org/abs/2406.16556v1
• Date: Mon, 24 Jun 2024 11:46:35 GMT
• Title: Multi-qubit state visualizations to support problem solving $-$ a pilot study
• Authors: Jonas Bley, Eva Rexigel, Alda Arias, Lars Krupp, Steffen Steinert, Nikolas Longen, Paul Lukowicz, Stefan Küchemann, Jochen Kuhn, Maximilian Kiefer-Emmanouilidis, Artur Widera,
• Abstract summary: We compare students' performance, time taken, and cognitive load when solving problems using the mathematical-symbolic Dirac notation alone with using it accompanied by the circle notation or the dimensional circle notation in single- and multi-qubit systems. Although little overall differences in students' performance can be detected depending on the presented representations, we observe that problem-solving performance is student- and context-dependent.
• Score: 1.8879980022743639
• License: http://creativecommons.org/licenses/by-sa/4.0/
• Abstract: In the rapidly evolving interdisciplinary field of quantum information science and technology, a big obstacle is the necessity of understanding high-level mathematics to solve complex problems. Visualizations like the (dimensional) circle notation enable us to visualize not only single-qubit but also complex multi-qubit states, entanglement, and quantum algorithms. Current findings in educational research suggest that incorporating visualizations in settings of problem solving can have beneficial effects on students' performance and cognitive load compared to solely relying on symbolic problem solving content. In this pilot study, we aim to take a first step to identify in which contexts students benefit from the presentation of visualizations of multi-qubit systems in addition to mathematical formalism. We compare students' performance, time taken, and cognitive load when solving problems using the mathematical-symbolic Dirac notation alone with using it accompanied by the circle notation or the dimensional circle notation in single- and multi-qubit systems. Although little overall differences in students' performance can be detected depending on the presented representations, we observe that problem-solving performance is student- and context-dependent. In addition, the results indicate reduced cognitive load when participants are presented with visualization. The results are discussed with respect to relevant design aspects for future studies.

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