Quantum physics is evolving with the emergence of new quantum technologies. These advances open up a range of possibilities for future practical applications. However, developing these applications requires training new generations of students, not only as researchers, but also as engineers and technicians. To achieve this goal, education plays a central role and, in the context of quantum physics, should evolve to meet these needs. The issue of teaching quantum physics is intrinsically linked to the nature of its concepts, which are, in most cases, abstract, counterintuitive, and based on complex mathematical theories. As a result, teaching quantum physics remains a challenge. Among the tools that help students acquire complex knowledge, experimental practices and digital tools have shown benefits for students' conceptual understanding.
In this thesis, we explore how quantum physics education can leverage digital tools to promote these experimental practices. We propose new approaches to practicing and learning quantum physics, based on real-time digital simulation of quantum optics experimental setups across multiple formats. Thanks to these new tools, the simulation can be controlled using physically manipulable components, thus mimicking real quantum optics experiments. Beyond the practical advantages (cost, implementation, danger), this approach enriches the simulation by adding digital educational information that links the concrete experience to its theoretical foundations. The first part of this thesis focuses on the evolution of quantum physics teaching practices and the use of digital technology in education. It then presents three projects designed in collaboration with experts in education and physics. The first, called HOBIT, consists of a device that combines tangible interaction and augmented reality to simulate an optical bench where learners manipulate physical reproductions of optical elements to perform wave optics experiments. The second, SHIRE, is an extension of the HOBIT experience on digital software that can be run on learners' computers. Despite the loss of tangible interactions, this approach broadens the range of educational scenarios in which the simulation can take place and opens up new opportunities. This project also includes a study of the use of the software by physics teachers. Finally, HQBIT, presented in the last part of this thesis, integrates a simulation of quantum physics as well as new educational enhancements. The goal is to create a hybrid digital tool conducive to training a new generation of students in the concepts and experimentation of quantum optics. A user study with students completes this project and provides an initial evaluation of this tool.
To conclude this thesis, I explore the prospects offered by HQBIT in terms of collaboration, assessment of learning outcomes, and the evolution towards quantum technologies.