Identify misconceptions arising from visual representations of entanglement

Determine whether visual-graphical representations of quantum entanglement used in quantum physics education cause specific learner misconceptions and, if so, identify and characterize those misconceptions and their sources, with particular attention to the transition from single-qubit to two-qubit systems required to represent entanglement.

Background

The paper reviews common learner difficulties associated with visual-graphical qubit representations and enumerates misconceptions for measurement, superposition, and related topics. When discussing entanglement, the authors note a lack of specific documentation in the literature of misconceptions caused by entanglement representations, despite the conceptual complexity and the need to move from one-qubit to multi-qubit visualizations.

Because entanglement inherently involves at least two qubits, the authors stress that visual tools must make this requirement explicit to avoid learner confusion. They therefore call out the need to determine whether existing educational visualizations of entanglement introduce distinctive misconceptions and to characterize them if present.