Employing Multimedia-based Pedagogy and Primary Literature to Enhance an Introductory Quantum Device Course

Syed Hassan Tanvir; Gloria J Kim; Philip Feng

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: Hands-on Learning and Industry-Relevant in ECE Curriculum Development
Tagged Division: Electrical and Computer Engineering Division (ECE)
Page Count: 19
Permanent URL: https://peer.asee.org/56334

Paper Authors

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Syed Hassan Tanvir University of Florida

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Syed Hassan Tanvir is a doctoral student in Engineering Education at the University of Florida. His research investigates the factors influencing engineering undergraduate enrollment, retention, graduation, and dropout. For his Ph.D., he plans to incorporate stealth assessment techniques to foster various competencies in undergraduate engineering programs.

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Gloria J Kim University of Florida

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Dr. Gloria Kim is an Assistant Professor of Engineering Education at the University of Florida (UF). She is also an affiliate faculty in UF's Department of Electrical and Computer Engineering. She received her B.S. in chemistry from Seoul National University, M.S. in biomedical engineering from Johns Hopkins University, and Ph.D. in biomedical engineering from Georgia Institute of Technology. As an instructional associate professor, she was awarded several grants from the National Science Foundation (IUSE Level 1, IRES Track 1, I-Corps, and I-Corps for Learning) as principal investigator. She transitioned to tenure track in Fall 2023 to pursue her research interests in convergence in engineering education, global engineering education, and social issues in STEM research and practice. Recently, she has taken on new NSF projects to broaden participation in quantum engineering (IUSE Level 3), research abroad (IRES Track 1), and use-inspired research (Convergence Accelerator Track I). Having grown up in Australia, Canada, Korea, and Germany, she speaks three languages. Leveraging her international connections, she has served in leadership positions in the Korean-American Scientists and Engineers Association (KSEA, Vice President), Korean Society for Engineering Education (KSEE, International Relations Board Member), and the International Federation of Engineering Education Societies (IFEES, Executive Committee Member).

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Philip Feng University of Florida

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Abstract

This study builds on the initial findings from an NSF-funded project aimed at enhancing the curriculum for Quantum Information Science (QIS). The QIS course modules at University X have been undergoing iterations of redesign using multimedia-based learning (MBL), dynamic visualization, and simulation-based learning. We applied the European Competence Framework for Quantum Technologies (ECFQT), proposed by Quantum Technology Education, to categorize and measure the skills and competencies gained from an introductory quantum devices course offered in Spring 2024. The ECFQT framework comprises seven critical areas, covering foundational concepts and integrating best practices in QIS education. This study addresses the following research questions: (1) How does the use of dynamic visualization and simulation-based slides impact students’ understanding of complex concepts in the QIS course? (2) How does integrating relevant quantum research articles into classroom instruction affect students’ learning outcomes and engagement in class? We adopted an interpretive paradigm, which served as a framework to understand and interpret the subjective experiences of individuals. A mixed-method study was conducted to measure the students' learning experiences and evaluate the effectiveness of the redesigned course modules. A baseline survey was administered at the start of the Spring 2024 semester. Additionally, two researchers conducted classroom observations using the COPUS protocol. The students were asked to complete a summative survey at the end of the course. We later followed up with semi-structured interviews of both the students and the instructor. Thematic analysis was employed to capture students’ reflections on using multimedia-based pedagogy and primary literature in the course. Mapping the homework to the seven areas of ECFQT allowed us to measure specific skills and competencies in QIS. Our results indicate increased student engagement and improved learning outcomes. Overall, the use of MBL pedagogy combined with primary research literature was effective and helped students overcome challenges associated with the highly abstract nature of QIS courses.

Citation
Format

Tanvir, S. H., & Kim, G. J., & Feng, P. (2025, June), Employing Multimedia-based Pedagogy and Primary Literature to Enhance an Introductory Quantum Device Course Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56334

TY - CPAPER
AB - This study builds on the initial findings from an NSF-funded project aimed at enhancing the curriculum for Quantum Information Science (QIS). The QIS course modules at University X have been undergoing iterations of redesign using multimedia-based learning (MBL), dynamic visualization, and simulation-based learning. We applied the European Competence Framework for Quantum Technologies (ECFQT), proposed by Quantum Technology Education, to categorize and measure the skills and competencies gained from an introductory quantum devices course offered in Spring 2024. The ECFQT framework comprises seven critical areas, covering foundational concepts and integrating best practices in QIS education. This study addresses the following research questions: (1) How does the use of dynamic visualization and simulation-based slides impact students’ understanding of complex concepts in the QIS course? (2) How does integrating relevant quantum research articles into classroom instruction affect students’ learning outcomes and engagement in class?
We adopted an interpretive paradigm, which served as a framework to understand and interpret the subjective experiences of individuals. A mixed-method study was conducted to measure the students&#39; learning experiences and evaluate the effectiveness of the redesigned course modules. A baseline survey was administered at the start of the Spring 2024 semester. Additionally, two researchers conducted classroom observations using the COPUS protocol. The students were asked to complete a summative survey at the end of the course. We later followed up with semi-structured interviews of both the students and the instructor. Thematic analysis was employed to capture students’ reflections on using multimedia-based pedagogy and primary literature in the course. Mapping the homework to the seven areas of ECFQT allowed us to measure specific skills and competencies in QIS. Our results indicate increased student engagement and improved learning outcomes. Overall, the use of MBL pedagogy combined with primary research literature was effective and helped students overcome challenges associated with the highly abstract nature of QIS courses.

AU - Syed Hassan Tanvir
AU - Gloria J Kim
AU - Philip Feng
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - Employing Multimedia-based Pedagogy and Primary Literature to Enhance an Introductory Quantum Device Course
UR - https://peer.asee.org/56334
ER -