Let Students Take the Wheel: Introducing Post-Quantum Cryptography with Active Learning

TL;DR

The findings suggest that student-led seminars significantly enhance learning outcomes, particularly for graduate students, where a notable improvement in comprehension and engagement is observed.

Abstract

Quantum computing presents a double-edged sword: while it has the potential to revolutionize fields such as artificial intelligence, optimization, healthcare, and so on, it simultaneously poses a threat to current cryptographic systems, such as public-key encryption. To address this threat, post-quantum cryptography (PQC) has been identified as the solution to secure existing software systems, promoting a national initiative to prepare the next generation with the necessary knowledge and skills. However, PQC is an emerging interdisciplinary topic, presenting significant challenges for educators and learners. This research proposes a novel active learning approach and assesses the best practices for teaching PQC to undergraduate and graduate students in the discipline of information systems. Our contributions are two-fold. First, we compare two instructional methods: 1) traditional faculty-led lectures and 2) student-led seminars, both integrated with active learning techniques such as hands-on coding exercises and Kahoot games. The effectiveness of these methods is evaluated through student assessments and surveys. Second, we have published our lecture video, slides, and findings so that other researchers and educators can reuse the courseware and materials to develop their own PQC learning modules. We employ statistical analysis (e.g., t-test and chi-square test) to compare the learning outcomes and students' feedback between the two learning methods in each course. Our findings suggest that student-led seminars significantly enhance learning outcomes, particularly for graduate students, where a notable improvement in comprehension and engagement is observed. Moving forward, we aim to scale these modules to diverse educational contexts and explore additional active learning and experiential learning strategies for teaching complex concepts of quantum information science.

Figures (8)

• Figure 1: The PQC learning modules in undergraduate and graduate courses. In the graduate course, the quantum learning module is delivered after the introduction of the system of systems; in the undergraduate course, the quantum learning module is introduced after public-key encryption.
• Figure 2: An example of a hands-on exercise in the slides. Participants test their implementations of Shor’s algorithm with numbers in various orders of magnitude (those who successfully complete the tasks more quickly are awarded higher scores).
• Figure 3: A multiple-choice question in Kahoot KahootLe13:online. The question is projected on the big screen in the classroom, and participants will select the correct answer on their mobile devices. Participants who can choose the correct answer faster receive higher scores.
• Figure 4: Course evaluation of lecture pace in undergraduate and graduate courses for FLL and HL groups.
• Figure 5: Course evaluation of the amount of material presented in undergraduate and graduate courses for FLL and HL groups.