The spin-first approach is now widely used to introduce quantum computing at the high-school and early-undergraduate levels. It emphasises qubits, gates, the Bloch sphere, and fundamental ideas such as superposition, measurement, entanglement, and interference—while avoiding the heavier mathematical formalism of wavefunctions. Despite its popularity, little is known about how effectively students learn through this approach or which concepts pose the greatest difficulty.

This project will investigate the educational effectiveness of the spin-first approach using data from pre- and post-instruction tests. Students will analyse empirical results to determine how well individual questions measure conceptual understanding. Using statistical tools such as item-response analysis, reliability metrics, and discrimination indices, the project will identify which items perform well and which require revision.

The second phase of the project involves contributing to the development of a rigorous concept inventory for the spin-first approach. Concept inventories are validated assessment tools widely used across physics education research. You will help design, refine, and test candidate questions based on analysis of student responses, interviews, and expert feedback. The final goal is to produce a reliable instrument that can be used nationally to evaluate quantum-computing instruction.

This project is ideal for students interested in physics education research, quantum information, and data-driven approaches to improving teaching.

We would like students to have some background in quantum physics and strong mathematics/statistics skills.

Interest in physics education research and conceptual learning desireable.

(Optional) Experience with quantum computing frameworks (e.g., Qiskit, Cirq)