Tecnologie immersive e formazione congiunta di studenti e tutor: un’esperienza di didattica innovativa della chimica

This study presents an innovative chemistry education initiative combining immersive virtual reality, peer tutoring, and guided reflection. The project involved 71 upper-secondary school students and nine university chemistry students trained as peer tutors. School students participated in a two-hour learning sequence including an introductory lesson on molecular representations, a collaborative virtual reality session, and a structured reflection activity. Using Meta Quest 2 headsets and the Spatial.io platform, participants explored and manipulated three-dimensional representations of molecules and macromolecules under the guidance of university tutors. Pre- and post-intervention questionnaires were used to assess chemistry self-efficacy, cognitive preferences, perceived learning, and tutors’ transversal skills. School students showed a statistically significant increase in chemistry self-efficacy, from M = 34.4 to M = 40.0, with a medium effect size. The improvement was consistent across the two cohorts involved in the project. University tutors did not show significant changes in disciplinary self-efficacy, but quantitative trends and qualitative reflections indicated development in communication, adaptability, group management, and confidence when supporting younger learners. The findings suggest that integrating immersive technologies with peer tutoring can strengthen students’ engagement and confidence while simultaneously providing university students with meaningful opportunities to develop pedagogical and interpersonal skills. The experience also highlights the potential of school-university collaboration in promoting inclusive and innovative STEM education.