Let Students Take the Wheel: Introducing Post-Quantum Cryptography with Active Learning

TL;DR

This paper introduces an active learning approach for teaching post-quantum cryptography, comparing traditional lectures with student-led seminars, and finds seminars significantly improve student understanding and engagement.

Contribution

It presents a novel comparison of instructional methods for PQC education and provides reusable course materials for educators.

Findings

Student-led seminars improve learning outcomes

Graduate students show greater comprehension gains

Active learning enhances engagement in complex topics

Abstract

Quantum computing presents a double-edged sword: while it has the potential to revolutionize fields such as artificial intelligence, optimization, healthcare, and so on, it simultaneously poses a threat to current cryptographic systems, such as public-key encryption. To address this threat, post-quantum cryptography (PQC) has been identified as the solution to secure existing software systems, promoting a national initiative to prepare the next generation with the necessary knowledge and skills. However, PQC is an emerging interdisciplinary topic, presenting significant challenges for educators and learners. This research proposes a novel active learning approach and assesses the best practices for teaching PQC to undergraduate and graduate students in the discipline of information systems. Our contributions are two-fold. First, we compare two instructional methods: 1) traditional faculty-led lectures and 2) student-led seminars, both integrated with active learning techniques such as hands-on coding exercises and Kahoot games. The effectiveness of these methods is evaluated through student assessments and surveys. Second, we have published our lecture video, slides, and findings so that other researchers and educators can reuse the courseware and materials to develop their own PQC learning modules. We employ statistical analysis (e.g., t-test and chi-square test) to compare the learning outcomes and students' feedback between the two learning methods in each course. Our findings suggest that student-led seminars significantly enhance learning outcomes, particularly for graduate students, where a notable improvement in comprehension and engagement is observed. Moving forward, we aim to scale these modules to diverse educational contexts and explore additional active learning and experiential learning strategies for teaching complex concepts of quantum information science.