Speaker
Description
Nanpon, G.
Federal University of Education Pankshin
gangtaknanpon@fuep.edu.ng
Track: Digital Transformation in Higher Education
Quantum mechanics is widely recognized as one of the most challenging subjects in undergraduate physics due to its abstract concepts and extensive mathematical requirements. These challenges often hinder conceptual understanding, reduce engagement, and negatively affect academic performance. This study investigated the conceptual, mathematical, psychological, and instructional challenges faced by undergraduate physics students in learning quantum mechanics at the Federal University of Education, Pankshin, Nigeria, while examining the potential role of digital learning technologies in addressing these difficulties. An exploratory survey design was adopted to investigate the challenges experienced by undergraduate physics students and the potential of digital learning technologies in addressing them. Data were collected from twenty undergraduate physics students through a structured questionnaire and analyzed using frequencies and percentages to identify the major conceptual, mathematical, and instructional barriers to learning quantum mechanics. Findings revealed significant difficulties in understanding abstract concepts such as wavefunctions, superposition, and probability interpretation. Mathematical challenges associated with calculus, differential equations, and linear algebra were also found to adversely affect learning outcomes. Furthermore, fear of complex topics and anxiety limited students’ engagement with the subject. The study revealed inadequate access to digital instructional resources, including computer simulations, virtual laboratories, multimedia visualizations, and other technology-supported learning tools that could enhance understanding of complex quantum phenomena. The study argues that integrating digital learning technologies can help bridge conceptual and mathematical barriers in quantum mechanics through interactive visualizations, virtual experimentation environments, and learner-centered instructional approaches. Such innovations have the potential to improve conceptual understanding, strengthen mathematical application, reduce learning anxiety, and promote active engagement. The findings highlight the need for greater investment in digital pedagogy and technology-enhanced STEM education within African higher education institutions and contribute to ongoing discussions on building future-ready higher education ecosystems through digital innovation and equitable access to quality learning resources.