标题： 从研究到资源：评估学生在量子计算中的理解和技能 显示英文标题

标题： From Research to Resources: Assessing Student Understanding and Skills in Quantum Computing

摘要： 量子计算（QC）这一革命性的新领域在产业、学术界和政府机构的研究和教育中持续获得关注。 在教育机构中，有大量针对不同学术层次的入门课程，表明对该领域的兴趣日益增长，并认识到其重要性。 一个关键但常被忽视的方面是开发基于研究的教材和教学方法，以有效地向跨学科的多样化学习者教授量子计算的复杂性。 在这一新兴的跨学科领域中，迫切需要对学习材料和教学方法的有效性进行实证研究。 我们在一个R1类机构进行了一项实证研究，使用了多案例研究方法。 我们将一项关于没有基于研究的微型教程的入门QC课程学生的案例研究，与一项关于使用基于研究的微型教程的QC课程学生的研究进行了比较。 我们比较了两门课程学生的优点和困难，讨论了两门课程学生的一般优点和困难，提出了微型教程的有效性，并讨论了它们可以如何修订。 两个班级的共同优势包括能够应用单量子比特和双量子比特门，倾向于使用狄拉克符号，并对归一化、概率和量子隐形传态有合理的定性理解。 两个班级的共同困难包括使用矩阵表示法、使用旋转门，以及回忆和定量分析表示量子隐形传态的电路的能力。 显示英文摘要

摘要： The revolutionary new field of Quantum Computing (QC) continues to gain attention in industry, academia, and government in both research and education. At educational institutions, there is a proliferation of introductory courses at various academic levels signaling a growing interest and recognition of the significance of this field. A crucial and often overlooked aspect is the development of research-based materials and pedagogical approaches to effectively teach the complexities of quantum computing to diverse cohorts of learners across multiple disciplines. There is a great need for empirical investigations of the effectiveness of learning materials and pedagogical approaches in this new interdisciplinary field. We present an empirical investigation done at an R1 institution using the multiple case study method. We compare a case study on students in an introductory QC course without research-based mini-tutorials to a study of students taking the QC course with research-based mini-tutorials. We compare the strengths and difficulties of students in the two courses, discuss the general strengths and difficulties of students across both courses, postulate the effectiveness of the mini-tutorials and discuss how they can be revised. Strengths across both classes include the ability to apply single-qubit and two-qubit gates, favoring application of Dirac notation, and a reasonable understanding of normalization, probability and teleportation described qualitatively. Difficulties across both classes included use of matrix representation, use of rotation gates, and an ability to recall and analyze quantitatively a circuit representing teleportation.