quantum inspire 2024
Despite the advancement of quantum technology, it still remains a difficult concept for the public due to how the concept is being communicated.
In collaboration with Waag Futurelab and the Civic Technology research group, I led 10 projects that demystify quantum computing through interactive storytelling and micro-learning for students and tech-minded citizens.
*This version only contains projects from 2024. Click here to check the 2025 version.
Timeline
04.2024 - 07.2024 Clients
Waag Futurlab
Research group Civic Technology, The Hague University of Applied Sciences
Role
LecturerProduct Manager
Context
Quantum computing is rapidly evolving, yet it remains inaccessible to most learners due to the way it is communicated.
In collaboration with Waag Futurelab and THUAS Civic Technology research group, I led an educational design initiative aimed at bridging the gap between complex scientific concepts and 10 first-year UX design students.
Rather than teaching quantum computing directly, the project explored how design methodologies could transform abstract knowledge into meaningful learning experiences.
Problem Definition
Background
Quantum Inspire is a Dutch cloud-based quantum computing project, funded by the NWO, that expands public access to quantum technology.
GOals
Through the collaboration with Waag Futurelab and THUAS Civic Technology research group, we aimed to increase the students’ awareness of quantum computing.
Current Situation
During the project kick-off day, we noticed that- despite growing interest in quantum technology, students initially perceived the topic as:
intimidating
irrelevant to their daily lives
too abstract to engage with
core problem
How might we transform an abstract and intimidating scientific topic into an experience students can emotionally relate to and actively explore?
OKRs & Hypothesis
Objectives
Through this course, increase the students’ awareness of the topic: quantum computing
Key Results
Deliver 10+ diverse outcomes among 12 registered students
Students often drop the 6 ECTS project course in the middle of the process. The number of the outcomes can refer to how the students are engaged throughout the course. As a lecturer, I aimed to deliver diverse outputs, as the clients desired.
Increase engagement rate measured by Likert scale
We chose to evaluate how familiar we are with the topic before and after the course. Assessing engagement to the project topic isn’t a common approach as a lecturer. However, in a broader perspective, this is needed to measure the success of the ‘quantum inspire’ project.
I hypothesised that:
Hypothesis 1
Lecturer
If there’s a tailored, down-to-earth guidance, students will be motivated to deliver the product regardless of the unfamiliarity of the topic, leading to longer-term retention.
Hypothesis 2
project
If complex quantum concepts are introduced through narrative-driven interaction, metaphor, and experiential learning, users will develop stronger understanding compared to traditional explanation-based teaching.
Approach
My role extended beyond teaching design tools, rather it even touched upon PM.
I focused on:
translating complex quantum concepts into design opportunities
facilitating weekly feedback loops
aligning experimentation with project objectives
helping students connect research insights to design decisions
process
The project followed an iterative design process:
qualitative interviews (avg. 2 per student)
50+ insights extracted
2 rounds of mid-stage testing
2-3 prototype iterations
Key insights:
Students learned better when they experienced quantum ideas through participation rather than explanation.
Overview: Design Directions
Results
The results suggest that experiential design approaches not only improved understanding but also supported long-term retention.
Student feedback confirmed:
increased curiosity toward quantum technology
reduced intimidation
stronger engagement with learning materials
2.25
Before the course
6.75
after the course
6.13
after one year
Learning outcomes through self-assessment
(n=10; scale 0 to 10)
10 final design outcomes
mainly emerged in 2 directions:
direction 1
Narrative-Based Learning
Instead of starting with definitions, students were encouraged to build stories first. The goal was to anchor learning in emotional context rather than abstract theory.
role-playing games
scenario simulations
character-driven learning flows
Direction 2
Information-Centred Communication
For students focusing on structured media:
infographics
short-form storytelling
modular learning paths
Design emphasis:
progressive complexity
visual simplification
culturally familiar media formats
Reflection
This project reshaped my understanding of educational design.
Key lessons:
Design itself can function as a translation layer between science and society.
Metaphor selection strongly influences learner engagement.
My initial lack of quantum knowledge limited early teaching decisions; prompting deeper personal research and domain immersion.
Most importantly:
The success of this project was not in simplifying quantum computing, but in redesigning how learners encounter complexity.
