A Computer Science-Oriented Approach to Introduce Quantum Computing to a New Audience

TL;DR

This paper presents a novel educational approach that introduces quantum computing to a broader audience by focusing on linear algebra and programming, bypassing complex physics concepts, and demonstrates its effectiveness through positive survey results.

Contribution

It proposes a new methodology for teaching quantum computing to non-physics audiences using linear algebra and programming, supported by empirical evidence.

Findings

Significant increase in participants' quantum computing knowledge

No difference in learning gains across different STEM backgrounds

High participant satisfaction and positive feedback

Abstract

Contribution: In this study, an alternative educational approach for introducing quantum computing to a wider audience is highlighted. The proposed methodology considers quantum computing as a generalized probability theory rather than a field emanating from physics and utilizes quantum programming as an educational tool to reinforce the learning process. Background: Quantum computing is a topic mainly rooted in physics, and it has been gaining rapid popularity in recent years. A need for extending the educational reach to groups outside of physics has also been becoming a necessity. Intended outcomes: This study aims to inform academics and organizations interested in introducing quantum computing to a diverse group of participants on an educational approach. It is intended that the proposed methodology would facilitate people from diverse backgrounds to enter the field Application design: The introductory quantum physics content is bypassed and the quantum computing concepts are introduced through linear algebra instead. Quantum programming tasks are prepared in line with the content. Pre/post-test design method and Likert scale satisfaction surveys are utilized to measure knowledge acquisition and to evaluate the perception of the learning process by the participants. Findings: Conducted pre/post-test design survey shows that there is a statistically significant increase in the basic knowledge levels of the participants on quantum computing concepts. Furthermore, no significant difference in the gain scores is observed between the participants from different STEM-related educational backgrounds. The majority of the participants were satisfied and provided positive feedback.