Effective learning mechanisms of external representations in quantum technology

Qerimi-Osmani, Linda (2025): Effective learning mechanisms of external representations in quantum technology. Dissertation, LMU München: Fakultät für Psychologie und Pädagogik

Abstract

Research into how learners visualize and learn quantum phenomena has been conducted in various ways for several decades (Küblbeck & Müller, 2002; Lichtfeldt, 1992; Müller & Wiesner, 1999; Wiesner, 1996). With the emergence of potential applications such as quantum computers, quantum cryptography and quantum sensor technology, interest in conveying quantum physics in an accessible, audience-appropriate way has grown markedly, corresponding competence frameworks for professional requirements in quantum technologies have been developed (European Commission et al., 2025; Greinert et al., 2022), and many representations have been developed or refined (e.g., Bley et al., 2024; Donhauser et al., 2024; Dür & Heusler, 2012, 2014; Huber & Glaser, 2024; Johnston et al., 2019; Yeung, 2020). Learners without a strong mathematical background—whether in schools or in professional settings (e.g., Kelly et al., 2024; Piña et al., 2025)—need approaches that make the field’s central element, the qubit, tangible. As an instructional strategy, the so-called “spin first approach” is recommended (Dür & Heusler, 2012; Sadaghiani, 2016; Sadaghiani & Munteanu, 2015); it introduces a two-state system early on, thereby enabling an early representation of the qubit. This dissertation investigates which aspects of visual qubit representations differ in terms of effectiveness in learning quantum physics, without completely ignoring the underlying mathematics. To that end, it introduces a category system grounded in representation research, physics education, and quantum science, which was evaluated by experts using four exemplary visual qubit representations (Bloch sphere, Quantum Bead (Huber & Glaser, 2024), Pie-chart Model (Qake) (Donhauser et al., 2024; Yeung, 2020) and the circle notation (Bley et al., 2024; Johnston et al., 2019)). Key objective was to find out how the features of visual qubit representations differ in terms of effectiveness in learning quantum physics concepts. First from an expert perspective (1) then from learners’ perspective (2, 3). This led to research focusing on multiple external representations, asking: (2) Do informational redundant qubit representations influence cognitive load and learning behavior? It also led to research in the context of direct application, asking: (3) Are the features identified by experts also beneficial for students’ learning? Experts highlighted, in particular, the features for visualizing phase and amplitude, the combination of different representations, and the avoidance of learning difficulties or misconceptions. They also agreed that no single representation could meet all requirements equally well—making a repertoire of multiple representations essential. To verify these evaluations and to examine the use of multiple representations in more detail, two additional studies were conducted. One focused on variations of informational redundant representations in the context of the Mach–Zehnder interferometer with single photons and compared four groups: (1) Text only (control), (2) Text + formula, (3) Text + Bloch sphere, (4) Text + formula + Bloch sphere. No significant differences emerged in learning outcome or cognitive load. However, eye-tracking observations showed that groups working with the Bloch sphere exhibited a significant increase in transitions between text and representation. The other study was carried out to verify the experts’ evaluations at the learner level. Conceptual understanding, cognitive load, and application-oriented tasks on phase, amplitude, quantum state, superposition, and quantum measurement for each representation (Bloch sphere and Quantum Bead) were examined. The results showed that students completed the application-oriented tasks significantly more efficiently when using the Bloch sphere, even though no group differences appeared in conceptual understanding or cognitive load. These findings partially confirm the expert ratings and demonstrate how the category system can guide the use of other representations that share characteristics with the four examples investigated. The results indicate that our category system with representations can be applied in various settings—for instance, to experimental setups or practice-oriented scenarios in quantum technology. While neither study revealed group differences in conceptual understanding or cognitive load, the process data from eye tracking and timing measurements uncovered subtle distinctions in how learners interacted with the representations. These findings partially validate the category system: it is useful both for selecting suitable representations and for guiding the design of new ones. Research into learning with representations is far from complete, yet the feature structure presented here offers a solid starting point for future work—whether on different variations of multiple external representations or on specific concepts such as entanglement. Overall, this dissertation provides an insight into the broad, complex landscape of representations in quantum physics.

• Dokumententyp: Dissertationen (Dissertation, LMU München)
• Keywords: Quantum Education, Quantum Computing, External Representations, Visualizations, Qubits, Quantum Technology, Learing
• Themengebiete: 300 Sozialwissenschaften ; 300 Sozialwissenschaften > 370 Erziehung, Schul- und Bildungswesen
• Fakultäten: Fakultät für Psychologie und Pädagogik
• Sprache der Hochschulschrift: Englisch
• Datum der mündlichen Prüfung: 24. Oktober 2025
• 1. Bericht­erstatter:in: Kuhn, Jochen