以计算机科学为导向的方法向新受众介绍量子计算
A Computer Science-Oriented Approach to Introduce Quantum Computing to a New Audience
摘要：
贡献：在这项研究中，强调了向更广泛的受众介绍量子计算的另一种教育方法。所提出的方法认为量子计算作为一个广义的概率论，而不是从物理学产生的领域，并利用量子编程作为一种教育工具，以加强学习过程。背景：量子计算是一个主要植根于物理学的话题，近年来迅速普及。将教育范围扩大到物理学以外的群体也已成为一种必要。预期结果：本研究旨在向有兴趣以教育方式向不同参与者群体介绍量子计算的学者和组织提供信息。它的目的是，所提出的方法将促进来自不同背景的人进入该领域的应用程序设计：介绍量子物理学的内容被绕过和量子计算的概念，而不是通过线性代数介绍。量子编程任务是根据内容编写的。本研究采用前测/后测设计方法及李克特量表满意度调查，以测量参与者对学习过程的认知及知识获取情况。调查结果：测试前/测试后的设计调查显示，参与者对量子计算概念的基本知识水平有统计学上的显著提高。此外，来自不同STEM相关教育背景的参与者之间的增益分数没有显着差异。大多数参与者感到满意，并提供了积极的反馈。
英文摘要：
Contribution: In this study, an alternative educational approach for introducing quantum computing to a wider audience is highlighted. The proposed methodology considers quantum computing as a generalized probability theory rather than a field emanating from physics and utilizes quantum programming as an educational tool to reinforce the learning process. Background: Quantum computing is a topic mainly rooted in physics, and it has been gaining rapid popularity in recent years. A need for extending the educational reach to groups outside of physics has also been becoming a necessity. Intended outcomes: This study aims to inform academics and organizations interested in introducing quantum computing to a diverse group of participants on an educational approach. It is intended that the proposed methodology would facilitate people from diverse backgrounds to enter the field Application design: The introductory quantum physics content is bypassed and the quantum computing concepts are introduced through linear algebra instead. Quantum programming tasks are prepared in line with the content. Pre/post-test design method and Likert scale satisfaction surveys are utilized to measure knowledge acquisition and to evaluate the perception of the learning process by the participants. Findings: Conducted pre/post-test design survey shows that there is a statistically significant increase in the basic knowledge levels of the participants on quantum computing concepts. Furthermore, no significant difference in the gain scores is observed between the participants from different STEM-related educational backgrounds. The majority of the participants were satisfied and provided positive feedback.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
