International Journal of
Information and Education Technology

Abstract—Quantum information science and technology have been revolutionizing daily life, attracting the curiosity of younger generations from diverse backgrounds. However, owing to the abstract and counterintuitive nature of quantum mechanics, the teaching and learning of quantum information science is challenging in the context of non-physics majors. As an essential resource in quantum information science, quantum entanglement plays an important role in various quantum information systems. Therefore, it is crucial for students to grasp the unique properties of quantum entanglement. However, its counterintuitive nature makes it particularly difficult for undergraduates to comprehend this important phenomenon. Virtual laboratories have emerged as an effective solution to these challenges. This paper presents the findings of pedagogical research on the efficacy of a virtual laboratory platform in general education courses on quantum information science. Specifically, a virtual laboratory activity based on the Bell test was developed using a commercially available Quantum Optical Simulation Laboratory, QLab. The experiential activity is designed to help undergraduates from diverse academic disciplines understand the counterintuitive, yet foundational, concept of quantum entanglement. Qualitative and quantitative evaluations conducted over three academic years, using carefully designed questionnaires, indicated that the virtual laboratory enabled over 80% of students to grasp the complex concepts of quantum entanglement. These results demonstrate the effectiveness of the virtual laboratory in making abstract quantum concepts accessible and engaging, regardless of students’ prior knowledge of advanced mathematics or their technical skills. Despite certain limitations, such as the relatively small sample sizes in the last two semesters, this study offers valuable insights and a practical framework for addressing the challenges of teaching quantum information science in undergraduate curricula, particularly within general education courses designed for both science and non-science students.

Keywords—virtual laboratory, class engagement, quantum information science, general education, undergraduate curriculum

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Cite: Hongbin Song, "Evaluation of a Virtual Laboratory Platform in General Education on Quantum Information Science," International Journal of Information and Education Technology, vol. 16, no. 1, pp. 82-90, 2026.

Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).