In recent years, the quantum computing industry has seen significant investment and growth. However, this burgeoning industry faces a persistent labour gap: individuals with computing expertise, an understanding of quantum principles, and the ability to apply these principles to computing practices, are in increasing demand, but finding such individuals is proving challenging. We frame this problem as one of education, arguing that a computing-centred approach to learning about quantum computing is needed, and that the notion of computational thinking can help to define appropriate learning goals and outcomes in this context. We propose that metaphors can be an effective pedagogical tool in supporting the development of ‘quantum computational thinking’. In this paper, we present our efforts to gather and assess a collection of metaphors that are currently used to teach quantum computing concepts. We describe a series of interviews with quantum computing experts in which we aimed to elicit such metaphors, and document our process of metaphor identification and metaphorical model synthesis. We subsequently assess these metaphors and models using both numerical rating data from experts and our own qualitative analysis. Informed by our findings, we suggest ways of developing metaphors that better support quantum computational thinking: emphasising target concepts’ computational roles, acknowledging connections between concepts, and balancing procedural narratives with embodied, tangible imagery.

Quantum computing is an emerging technology with a burgeoning industry and growing workforce needs. The demand for computer scientists with quantum computing knowledge is increasing, as their skills are needed to make quantum computing a scalable and useful resource. However, few computer scientists are formally educated in quantum computing, with most education occurring in physics curricula. Although some open source learning resources and software tools for quantum computing are available, they employ a quantum mechanical, hardware-driven framing that poses accessibility challenges for computing-focused learners. Educational games have seen some success in quantum computing outreach initiatives, particularly in building intuition for quantum mechanical concepts, but rarely relate to computing practices. This submission outlines a doctoral research programme that seeks to develop computing-centred interactions with quantum computing systems, and to explore how play can be leveraged in these interactions as a means of building quantum intuitions in a computing context.

Resonance, a powerful and pervasive phenomenon, appears to play a major role in human interactions. This article investigates the relationship between the physical mechanism of resonance and the human experience of resonance, and considers possibilities for enhancing the experience of resonance within human–robot interactions. We first introduce resonance as a widespread cultural and scientific metaphor. Then, we review the nature of “sympathetic resonance” as a physical mechanism. Following this introduction, the remainder of the article is organized in two parts. In part one, we review the role of resonance (including synchronization and rhythmic entrainment) in human cognition and social interactions. Then, in part two, we review resonance-related phenomena in robotics and artificial intelligence (AI). These two reviews serve as ground for the introduction of a design strategy and combinatorial design space for shaping resonant interactions with robots and AI. We conclude by posing hypotheses and research questions for future empirical studies and discuss a range of ethical and aesthetic issues associated with resonance in human–robot interactions.

Human-centred design (HCD) is a powerful methodology that might play an important role in the development of real-world intelligent systems. However, present conceptualisations of artificial intelligence (AI) tend to emphasise autonomous, algorithmic systems. If humans are not involved in AI system design, what role can HCD play? This paper considers perspectives that reframe the role of AI in smart systems design, with the intention of creating space for human-centred design methodologies. These perspectives naturally give rise to opportunities for HCD by considering human and artificial intelligence in tandem. Informed by cybernetic theory, we define smart systems as "the use of outcome data to inform successful system action". To illustrate the practicality of this view, we share three case studies, each representing a different smart system configuration: artificial intelligence, human intelligence and combined artificial-human intelligence. We describe Battleship Numberline, an educational game with autonomous artificial intelligence. We then describe Zensus, a smart system for health and well-being that leverages human intelligence alone. Finally, we describe FactFlow, educational software that combines artificial and human intelligence. By examining the cybernetic feedback loops observed in these systems, we contribute a practical framework for the use of human-centred design methodology in smart systems design. This framework is intended as both a generative tool for designers and a basis for future research in the field of smart systems.