Bridging the Quantum Divide: A Learning-Centric Quantum Hackathon for Underrepresented Students (Extended Version)

This paper presents the design, implementation, and positive outcomes of a two-day, mastery-learning-based quantum hackathon in Nova Scotia that successfully introduced underrepresented high school students to quantum computing fundamentals using the Quirk simulator.

The Gist

Imagine a two-day workshop designed to introduce high school students to the mysterious world of quantum computing. But this isn't just any workshop; it was specifically built for students who often feel left out of the science and tech conversation—students from rural areas, women, and Black and Indigenous communities in Nova Scotia, Canada.

The authors, a team of educators and researchers, call this event a "Quantum Hackathon," but they designed it to feel more like a friendly, guided adventure than a high-pressure competition. Here is how they did it, broken down into simple concepts.

The Big Picture: Bridging the Gap

Think of quantum computing as a locked treasure chest. Usually, to get the key, you need a PhD in physics and years of math. This paper argues that we don't need to wait for students to be experts to show them the chest. Instead, they built a "learning-centric" event that skips the heavy math and focuses on the concepts and the fun of solving problems.

Their goal was simple: Show these students that they belong in this field, too.

The Recipe: How They Taught It

The organizers didn't just throw students into the deep end. They used a specific "recipe" for teaching, which they call Mastery Learning.

• The Analogy: Imagine learning to ride a bike. In a normal class, everyone rides for 30 minutes, and if you fall, you get a lower grade. In Mastery Learning, you keep practicing until you can ride without falling. If you fall, a coach helps you up and gives you a different way to practice until you get it right. No one gets left behind.
• The "Pass/Fail" Rule: Instead of giving partial credit (like 7/10), the students were given clear checklists. Did you build the circuit? Yes/No. Did you understand the concept? Yes/No. This removed the fear of "almost getting it right" and focused on actually understanding the material.

The Tools: Building with Lego, Not Code

One of the biggest hurdles in teaching quantum computing is the software. Usually, students have to type complex code (like writing a novel in a foreign language).

• The Analogy: The organizers decided to use a tool called Quirk. Think of this like Lego blocks for quantum computers. Instead of typing words, students drag and drop colorful puzzle pieces (gates) onto a screen.
• Why Quirk? The paper compared two tools: Qiskit (which is like a text-heavy manual) and Quirk (which is like a visual playground). They found that Quirk was much less intimidating. It showed students exactly what was happening in real-time, like a spinning animation, so they could "see" the quantum magic without needing to know advanced physics first.

The Event: Two Days of Discovery

Day 1: The Playground
The first day was all about exploration.

• Hands-on Analogies: To explain abstract ideas, they used physical objects. For example, they used a light switch stuck between "on" and "off" to explain "superposition" (being in two states at once). They even used a styrofoam ball to represent the "Bloch Sphere," a map of quantum states.
• Lab Tour: Students visited a real university lab to see the actual lasers and mirrors used in quantum experiments. This helped ground the abstract ideas in reality.
• The Vibe: The instructors acted more like guides than lecturers, checking in constantly to make sure everyone was keeping up.

Day 2: The Challenge
The second day was the "hackathon" part, but with a twist.

• The Mission: Instead of just coding for points, students were asked to solve problems related to real-world issues, like "Smart Cities" or the social impact of technology.
• The Safety Net: Students could choose their own path. If they loved writing, they could analyze the social side. If they loved building, they could simulate circuits. The goal wasn't to win a prize, but to feel a sense of accomplishment.
• The Result: Even students who were shy or thought they "weren't good at math" managed to solve complex puzzles. The paper notes that this helped them build confidence and a growth mindset (the belief that they can learn anything if they try).

What Worked and What Didn't

The paper is honest about the results:

• Success: They successfully reached their target audience. Many participants were women and Black students from Nova Scotia. The students reported feeling more confident and understood the basics of quantum computing.
• Challenges:
  • Time: Two days was a bit too short. It was like trying to eat a huge meal in 15 minutes; some students felt rushed.
  • Teamwork: It was hard to get students to work in groups because they didn't know each other well yet.
  • Engagement: Some students were too shy to ask questions during lectures, fearing they would look silly.

The Bottom Line

This paper describes a successful experiment in making quantum computing accessible. By treating students like capable learners rather than empty vessels, using visual tools instead of scary code, and focusing on "getting it right" rather than "getting a high score," the organizers proved that you can introduce high schoolers to the future of technology without needing a degree in physics first.

They concluded that while the event was a great start, future versions need more time, better ice-breakers to help students bond, and even more hands-on fun to keep the shy students engaged.

Technical Summary

1. Problem Statement

The paper addresses two critical challenges in the emerging field of quantum computing education:

• The Diversity Gap: The quantum workforce lacks diversity, particularly regarding gender, race, and geographic representation (e.g., rural communities). Traditional outreach often fails to engage underrepresented groups due to perceived hostility, high barriers to entry, and a lack of relatable role models.
• High Prerequisite Barriers: Conventional quantum computing courses require advanced knowledge of linear algebra, complex analysis, and physics, making them inaccessible to high school students, especially those without a STEM background.
• Tooling Limitations: Existing educational tools (like Qiskit Composer) often rely on text-based programming or abstract concepts that are difficult for novices to grasp, while other simulators may lack user-friendly interfaces or appropriate pedagogical scaffolding.

2. Methodology

The authors designed and implemented a two-day hybrid hackathon in Nova Scotia, Canada, specifically targeting underrepresented high school students (women, non-binary, African Nova Scotians, Indigenous, and rural students). The design was grounded in three primary pedagogical frameworks:

A. Theoretical Frameworks

• Integrated Course Design (ICD): The curriculum was built using "backwards design," starting with situational factors (e.g., student demographics, lack of prior coding experience) to define learning goals, which then dictated assessments and activities.
• Mastery Learning: Based on Bloom's theory, the event utilized a cyclic structure where students received immediate, low-stakes formative assessments. Struggling students received corrective activities, while advanced students engaged in enrichment, ensuring all students could reach a baseline of mastery before moving on.
• Specification Grading: Instead of partial credit, tasks were graded on a pass/fail basis against clear specifications (rubrics). This reduced anxiety and encouraged a growth mindset by allowing students to re-attempt tasks until mastery was achieved.

B. Technical Implementation & Tool Selection

• Simulation Environment: The authors conducted a comparative analysis of Qiskit Composer and Quirk using heuristic criteria for novice programming systems (engagement, viscosity, human-centered syntax, etc.).
  • Decision: They selected Quirk as the primary tool. While Qiskit offers real hardware access, Quirk was deemed superior for education due to its "less viscous" interface (easier to add controls/wires), more intuitive abstractions for measurement (visualizing state collapse rather than classical register side-effects), and real-time visual feedback (spinning gates).
• Curriculum Structure:
  • Day 1 (Foundations): Focused on conceptual understanding using physical analogies (e.g., light switches for bits, a physical Bloch sphere model) and the ZX-calculus (a graphical language for quantum reasoning). Topics included qubits, single-qubit operations, entanglement, and measurement.
  • Day 2 (Application): A hackathon featuring three modules: Quantum Communication, Quantum Devices, and Quantum Optimization. Challenges were aligned with the UN Sustainable Development Goals (e.g., smart cities) to provide social context.
• Assessment Strategy:
  • Formative: Daily micro-cycles with mentor feedback.
  • Summative: A hackathon challenge where students had to complete at least one challenge from each module. Objectives were defined using OITT (Outcome, Indicator, Target, Time) sentences to ensure clarity.

3. Key Contributions

• Pedagogical Model for Quantum Outreach: The paper provides a replicable framework for introducing quantum computing to non-STEM high school students by removing prerequisites through abstraction (ZX-calculus) and visual tools (Quirk).
• Tool Evaluation for Education: A rigorous heuristic comparison of Qiskit Composer and Quirk, concluding that Quirk is more appropriate for introductory education due to its lower cognitive load and more intuitive handling of classical control and measurement abstractions.
• Inclusive Design: The event successfully integrated social sciences and humanities (e.g., analyzing the societal impact of quantum tech) to appeal to students who might not identify as traditional "coders."
• Curriculum Artifact: The authors developed a complete curriculum, including lesson plans, physical props (Bloch sphere), and challenge specifications, which are designed to be adaptable for future iterations.

4. Results

The event was held in August 2025 with 10 participants (out of 20 registrants).

• Demographics: The event successfully reached its target demographics: 80% of participants identified as women/non-binary, and 40% identified as African Nova Scotian. However, recruitment of Indigenous and rural students was less successful than intended.
• Learning Outcomes:
  • Knowledge Gain: Post-event surveys indicated a significant increase in familiarity with quantum terms (e.g., qubits, superposition, entanglement).
  • Attitude Shift: Students reported increased confidence and a shift toward a "growth mindset." Qualitative data showed students could explain complex concepts (like teleportation) to peers.
  • Performance: Of the 5 students who participated in the Day 2 competition, objective completion rates ranged from 2 to 10 objectives, indicating varied but successful engagement.
• Feedback: Students generally enjoyed the hands-on activities and the physical props. However, some struggled with the transition from passive listening to active problem-solving, and group collaboration was limited (only one team formed), suggesting a need for more ice-breaking and team-building time.

5. Significance and Future Work

• Significance: This work demonstrates that high school students without STEM backgrounds can grasp core quantum concepts when taught through mastery learning, specification grading, and appropriate visual tools. It challenges the notion that quantum education requires advanced mathematics as a prerequisite.
• Challenges Identified:
  • Time Constraints: Two days were insufficient for deep mastery and team formation.
  • Engagement: Students were hesitant to ask questions or collaborate initially.
  • Tool Limitations: Even Quirk has a steep learning curve for absolute beginners; the authors suggest exploring tools like Quantomatic or gamification to further lower barriers.
• Future Directions: The authors propose extending the event duration, integrating more explicit Computational Thinking (CT) instruction, and developing a tiered program (introductory vs. intermediate) to retain students who gain interest. They also plan to refine the curriculum to better align with CT principles before public release.

In conclusion, the paper presents a successful, theory-driven approach to democratizing quantum education, proving that with the right pedagogical scaffolding and tools, underrepresented students can effectively engage with the "second quantum revolution."