Building Quantum Information Science Intuition through Digital Games

“发展创新”项目由“推进非正式STEM学习计划”资助，该计划旨在推进非正式环境中STEM学习的设计和开发的新方法和基于证据的理解。这包括提供多种途径，扩大STEM学习经验的获取和参与，推进非正式环境中STEM学习的创新研究和评估，以及发展参与者对深度学习的理解。量子信息科学（QIS）是物理学、计算机科学、材料科学和工程学交叉的新兴交叉学科。然而，很少有教育项目鼓励年轻人探索QIS并了解其应用和社会效益。这样的项目对于支持量子准备劳动力的增长至关重要。建立直觉是基础的第一步，但这是具有挑战性的，因为量子效应既不能用肉眼看到，也不能在日常生活中体验到。该项目将为中学生创建一套可访问的、引人入胜的数字游戏，并研究它们在培养QIS直觉方面的有效性。将QIS概念与常见的游戏机制联系起来，旨在提高学生对QIS知识的信心，减少他们对处理此类主题的恐惧，并考虑在该领域或其他STEM领域从事职业。游戏驱动的设计吸引了广泛的人群，而不是研究的年龄组。此外，可交付的成果将在网上免费提供，这使得任何有手机或电脑和互联网接入的人都可以在一个引人入胜的、基于游戏的环境中学习QIS。该项目将与教师组织和其他社区团体合作，分享游戏，最大限度地发挥项目的影响。该项目以2020年制定的QIS关键概念以及关于学习游戏化的研究和最佳实践为指导。这些游戏将在一个非正式的环境中为6 -8年级的学生设计，重点是概率、叠加和测量的概念。一个名为“Quander”的游戏世界将包含明确将游戏体验与QIS概念和应用联系起来的视频。该项目将评估学生在玩游戏和观看视频后的理解情况，他们如何参与游戏的各个方面，以及游戏如何影响他们对QIS的兴趣。该项目数据将促进对如何促进QIS非正式学习体验的理解，以吸引年轻受众参与QIS和类似的抽象新兴技术领域，这些领域目前的研究不足。这个项目代表了第一次以直接与年轻学习者的游戏体验相联系的方式教授QIS概念的努力之一。从该项目中收集的数据将帮助未来的程序设计者了解年轻学习者在游戏环境中对QIS概念（如测量、叠加和概率）进行推理的能力，为学生准备好接受更多技术内容的年龄提供见解。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This Innovations in Development project is funded by the Advancing Informal STEM Learning program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. Quantum information science (QIS) is an emergent cross-disciplinary field at the interface of physics, computer science, materials science, and engineering. Yet, there are few educational programs that encourage young people to explore QIS and understand its applications and societal benefits. Such programs are critical for supporting the growth of a quantum-ready workforce. Building intuition is a foundational first step but this is challenging because quantum effects are neither visible to the naked eye, nor experienced in everyday life. This project will create a suite of accessible, engaging digital games for middle schoolers, and study their effectiveness in cultivating intuition around QIS. Relating QIS concepts to common game mechanics is designed to increase students’ confidence in their QIS knowledge, reduce their fear of tackling such a subject, and consider pursuing a career in this field or another STEM area. The game-driven design appeals to a broad population beyond the age groups studied. Moreover, the deliverables will be freely available online, which allows anyone with a phone or computer and internet access a way to learn about QIS in an engaging, play-based environment. The program will partner with teacher organizations and other community groups to share the games, maximizing the project’s impact. The project is guided by the QIS Key Concepts developed in 2020, as well as research and best practices on gamification of learning. The games will be designed for 6th-8th grade students in an informal setting, focusing on the concepts of probability, superposition, and role of measurement. A game world titled "Quander" will include videos that explicitly tie game experiences to QIS concepts and applications. The project will evaluate students' understanding after playing the games and watching the videos, how they engage with aspects of the games, and how the game impacted their interest in QIS. The project data will advance understanding of how to facilitate QIS informal learning experiences in ways that engage young audiences in QIS and similar abstract emerging areas of technology where current research is scant. This project represents one of the first efforts to teach QIS concepts in ways that connect directly to young learners’ play-based experiences. Data gathered from the project will help future program designers understand the ability of young learners to reason about QIS concepts such as measurement, superposition and probabilities in game contexts, providing insights to the ages at which students are ready for more technical content.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.