Seth DeVore

Development of an Interactive Tutorial on Quantum Key Distribution

We describe the development of a Quantum Interactive Learning Tutorial (QuILT) on quantum key distribution, a context which involves a practical application of quantum mechanics. The QuILT helps upper-level undergraduate students learn quantum mechanics using a simple two state system and was developed based upon the findings of cognitive research and physics education research. One protocol used in the QuILT involves generating a random shared key over a public channel for encrypting and decrypting information using single photons with non-orthogonal polarization states, and another protocol makes use of two entangled spin-1/2 particles. The QuILT uses a guided approach and focuses on helping students build links between the formalism and conceptual aspects of quantum physics without compromising the technical content. We also discuss findings from a preliminary in-class evaluation.

Challenge of Helping Introductory Physics Students Transfer Their Learning by Engaging with a Self-Paced Learning Tutorial

With advances in digital technology, research-validated self-paced learning tools can play an increasingly important role in helping students with diverse backgrounds become good problem solvers and independent learners. Thus, it is important to ensure that all students engage with self-paced learning tools effectively in order to learn the content deeply, develop good problem-solving skills, and transfer their learning from one context to another. Here we first provide an overview of a holistic framework for engaging students with self-paced learning tools so that they can transfer their learning to solve novel problems. The framework not only takes into account the features of the self-paced learning tools but also how those tools are implemented, the extent to which the tools take into account student characteristics, and whether factors related to students’ social environments are accounted for appropriately in the implementation of those tools. We then describe an investigation in which we interpret the findings using the framework. In this study, a research-validated self-paced physics tutorial was implemented in both controlled one-on-one interviews and in large enrollment, introductory calculus-based physics courses as a self-paced learning tool. We find that students who used the tutorial in a controlled one-on-one interview situation performed significantly better on transfer problems than those who used it as a self-paced learning tool in the large-scale implementation. The findings suggest that critically examining and taking into account how the self-paced tools are implemented and incentivized, student characteristics including their self-regulation and time-management skills, and social and environmental factors can greatly impact the extent and manner in which students engage with these learning tools. Motivating and getting buy-in from students of the value of these tools and providing appropriate support while implementing them is critical for ensuring that students, who otherwise may be constrained by motivational, social, and environmental factors, engage effectively with the tools in order to learn deeply and transfer their learning.