HELLO QUANTUM WORLD
CONTEXT
Quantum computing is an emerging technology that uses quantum theory to perform operations exponentially faster than traditional computers. Scientists believe that quantum computing could lead to breakthroughs across dozens of critical sectors. However, students who are new to quantum computing often find it challenging. They need to reconstruct their understanding of physics and build a new quantum intuition.
ROLE
Product Designer
Researcher
Technologist
Product Designer
Researcher
Technologist
SPONSOR
TEAMMATES
Ana Liu
Della Sigrest
Jazz Ang
PROJECT
Capstone Project (HCDE Masters - University of Washington)
Capstone Project (HCDE Masters - University of Washington)
METHODS
Exploratory
Generative
Evaluative
Exploratory
Generative
Evaluative
PRACTICES
Baseline Research
Comparative Analysis
Expert Interviews (6)
User Interviews (9)
Drawing “Think Aloud”
Artifact Analysis
TOOLS
Figma, Photoshop, Premiere, Illustrator, SketchUp
Figma, Photoshop, Premiere, Illustrator, SketchUp
FINAL DELIVERABLES
We designed an add-on component, called Q+, for Google's quantum computing framework, CIRQ, and a tangible Bloch sphere. As part of the final deliverable for our capstone project, our team delivered a final video, design board, and design specifications to our sponsor. This solution has the potential to be implemented in the near future by Google.
FINAL TANGIBLE KIT
Our team brought the tangible to life by creating an assembly package for students. The tangible is made from simple materials and is accessible to build. Tangibility has been shown to improve learning performance through multimodal feedback. This is particularly helpful for early quantum learners, who need to understand the movement of a vector on a qubit. Students can directly manipulate the tangible and visualize these spatial translations.
PROJECT FOCUS
Our team's main focus was to explore how we can help students learn quantum computing, the goal being to improve the field’s talent pipeline. We aimed to design a tool that helps close the gap between a student’s mathematical understanding of the complex algorithms and the underlying concepts behind them.
OUR PROCESS
RESEARCH
Our research approach was split into two main phases; the first phase was exploratory, focused on context building and gathering the needs of our users. To do this, we conducted expert interviews in a semi-structured 1-hour format via Zoom video conferencing. Our participants included quantum computing professors, researchers, or professionals, students enrolled in a quantum class, and other students pursuing a major in machine learning or computer science.
Our team's primary goal was to build up a foundational understanding of multiple core quantum computing concepts and algorithms. We also conducted secondary research and explorations in parallel.
RESEARCH GUIDED QUESTIONS:
1. Why do students want to learn about quantum computing?
2. How are students currently learning quantum computing?
3. What are students' current misconceptions or confusion when learning quantum computing?
4. What are some of the tools and methods (e.g. IBM, Microsoft Quantum Kit, Project Q, etc.) that students used in learning Quantum Computing?
5. How can we create an accessible way of teaching students quantum computing?
2. How are students currently learning quantum computing?
3. What are students' current misconceptions or confusion when learning quantum computing?
4. What are some of the tools and methods (e.g. IBM, Microsoft Quantum Kit, Project Q, etc.) that students used in learning Quantum Computing?
5. How can we create an accessible way of teaching students quantum computing?
COMPARATIVE ANALYSIS
Our team compared and contrasted some of the tools currently available to teach algorithms to quantum computing students. This helped us understand and validate some of our assumptions and some of the insights we gathered during expert and student interviews. Our comparative analysis drew parallels between each tool’s intuitiveness and navigation. In this way, our team was able to grasp common themes for how students understand and use these tools. After analyzing and comparing 13 tools, we found common themes among them (visualization techniques) as well as unique approaches to illustrating other concepts.
KEY CONSIDERATIONS
Build physical intuition:
Because quantum computing resists accurate visualizations, our team considered the use of a tangible tool. Instead of compressing the translation and expecting a new student to carry that additional mental load, we considered a method for physically simulating the actual translation in 3D space. We thought: could this help students quickly intuit basic quantum concepts?
We were concerned about the fidelity of information this solution could impart. How long would a tool like this be helpful to students? How might we design a solution that kept pace with students’ rapid growth?
We were concerned about the fidelity of information this solution could impart. How long would a tool like this be helpful to students? How might we design a solution that kept pace with students’ rapid growth?
Bridge quantum concepts:
We learned that it’s hard for students to connect quantum theory, math, and code. Many reported that they understand the concepts independently, but can’t bridge them into a unified understanding of quantum computing. We wondered: how can we help students develop this unified understanding? Where is the best place to reach students with such a solution? We wanted to better understand what information students needed as they worked. Why did they need that information? What did they need to “connect” it to? Where could they currently find it? We referenced whitepapers to understand a variety of current quantum computing visualization tools.
Facilitate validation:
We heard from students that they needed help validating the accuracy of their understanding. Tools currently available to clarify concepts typically cater to either total beginners or advanced students.
Quantum computing presents a particularly interesting challenge in this way, because of the diverse academic backgrounds of its aspirants: computer science, math, and physics.
We wondered: is there a way to empower students - of all levels and backgrounds- to confidently guide themselves through challenging material?
Quantum computing presents a particularly interesting challenge in this way, because of the diverse academic backgrounds of its aspirants: computer science, math, and physics.
We wondered: is there a way to empower students - of all levels and backgrounds- to confidently guide themselves through challenging material?
POTENTIAL IMPACT
By building a tool to help students learn quantum computing concepts, we aimed to lower the barriers for STEM students to contribute to this fast-growing field. MIT recently discussed the anticipated talent shortage in quantum computing due to the lack of quantum literacy. This lack of available quantum scientists and engineers is said to potentially inhibit the growth of this technology.
“How might we make learning quantum computing more intuitive for early quantum learners?
MOODBOARD FOR INSPIRATIONS
Our team worked on a mood board to look for inspiration for the tangible qubit. From this inspiration, our team created multiple sketches and ideas for which we created physical prototypes using simple materials and Arduino software.
TARGET USERS
Primarily, our target users are early quantum computing learners who have less experience in this field. Learners might have some prior background in engineering, mathematics, physics, or chemistry that may have provided some exposure and interest in quantum computing. Our secondary users include advanced quantum computing learners who may be tutors or researchers in this field, as well as professors or instructors who teach quantum computing courses. The wider ecosystem consists of industry and knowledge experts who may contribute to the knowledge base and content of this tool.
FIRST PHYSICAL PROTOTYPE
Our first physical prototype was created using Arduino to simulate qubit translations. This idea will help students visualize abstracts concepts with a physical artifact to help them visualize the behavior of the Bloch sphere in a physical space.
ADD-ON CONCEPT TESTING
In connection with our first physical prototype, our team conducted concept testing for the early version of the add-on to validate our early assumptions. Participants suggested combining the tangible with the CIRQ add-on. Course correcting to accommodate this feedback would add a lot of scopes and was a risk this late in the project schedule, but we decided to move forward with this path as it provided the most value to early quantum learners.
COMBINED CONCEPT TESTING
Addition concept testing on the new combined experience yielded additional value feedback, giving us the opportunity to explore additional features such as density matrices as well as the possibility of running multiple qubits in succession.
TANGIBLE DESIGN ITERATIONS
We iterated on the design of the tangible to make transformations as representative as possible. Early versions included no motorized component, only a sphere with wooden vectors to illustrate the Bloch sphere. Subsequent modeling utilized Arduino CPX to a single gate. We eventually produced a more refined prototype in which multiple gates were modeled with more accurate vector movements on the correct axes.
CREATING THE FINAL TANGIBLE PROTOTYPE
Our final tangible utilized a dual-sphere system to clearly display both the vector’s path and axes. An inner sphere rotates to display the vector, while a fixed outer sphere displays x, y & z axes when a gate is being applied in Q+. Simple materials were used to create the prototype, along with CPX code via Adafruit.
THE TANGIBLE ARTIFACT
The tangible is meant to come as a DIY kit using accessible materials to physically show a qubit’s translation, which students can construct themselves.
Students model physical interactions by directly manipulating the tangible qubit: pressing a gate shows its corresponding translation.
Students model physical interactions by directly manipulating the tangible qubit: pressing a gate shows its corresponding translation.
ASSEMBLING THE TANGIBLE
This axonometric represents all the pieces required to build the tangible, and functions as an instruction manual for students to assemble the DIY kit.
REFINING THE Q+ ADD-ON
Students’ needs change as they learn. We expanded Q+ with more visualization tools so it can grow with students as they work with more complex concepts. We discovered bringing together code, mathematical concepts, and visualizations can help build a quantum intuition.
Q+ ADD-ON VISUAL DESIGN
We performed typography and color palette explorations and settled on the following scheme.
CONNECTING THE Q+ ADD-ON
We employed user scenarios to guide our design of the Q+ add-on. The following resulted from a story in which the user wishes to connect their tangible to the add-on to visualize how code affects the different qubit states.
Q+ ADD-ON GLOBAL VIEW
Here, we designed for the scenario in which simulating the qubit translations and mathematical breakdown, again to enable code visualization.
Q+ ADD-ON SCRUBBER
Another user story centers around a feature in which the user can scrub through the generated circuit and see visualizations update in real-time.
Q+ ADD-ON DENSITY MATRIX
Here, we incorporated the density matrix feature explored during concept testing with advanced learners.
WHAT WE LEARNED
Designing in such a technical space was an exciting and intimidating challenge. Our team, having no prior knowledge of the field, dedicated a significant amount of time working to develop our own “Quantum Intuition.”
With limited time, this constraint undoubtedly added some pressure to the project. But: it also afforded us the wonderful opportunity to truly empathize with our users.
As total newcomers to quantum computing, we had the luxury of approaching the problem with very few assumptions. Instead, we leaned heavily on subject matter experts and users to constantly critique and validate our work.
With limited time, this constraint undoubtedly added some pressure to the project. But: it also afforded us the wonderful opportunity to truly empathize with our users.
As total newcomers to quantum computing, we had the luxury of approaching the problem with very few assumptions. Instead, we leaned heavily on subject matter experts and users to constantly critique and validate our work.