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| Main Authors: | , , , , |
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| Format: | Preprint |
| Published: |
2025
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2507.21721 |
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Table of Contents:
- Visual-graphical qubit representations offer a means to introduce abstract quantum concepts - such as quantum state, superposition, or measurement - in an accessible manner, particularly for learners with low prior knowledge. Building on a previous expert rating of mechanisms of qubit representations, this study compared two representations - Bloch sphere and Quantum Bead - in terms of learning outcomes, task performance, cognitive load, and mid-term retention. The study was conducted with N=149 school students. The study assessed conceptual understanding, application-oriented task performance by measuring accuracy per time, and cognitive load. A follow-up test after 1-2 weeks assessed mid-term retention. Results showed no significant effect of representation type on post-test learning outcomes. However, process data revealed that learners using the Bloch sphere completed application-oriented tasks significantly more efficiently. The cognitive load was similar in both groups. Mid-term retention of quantum concepts was stable across groups, and early learning performance emerged as the strongest predictor of mid-term retention. In conclusion, these findings emphasize that instructional impact is not solely determined by outcome measures, but also by how representations influence cognitive processing, task integration, and learners' interaction with complex content.