Abstract Understanding molecular structures requires students to coordinate multiple representational levels, a task that often poses significant challenges in chemistry learning. This study describes and evaluates a dual-level educational intervention based on immersive virtual reality (IVR), involving high school students and university chemistry students acting as peer tutors. High school students participated in an IVR activity that allowed them to explore and manipulate three-dimensional molecular and supramolecular models, with the aim of supporting conceptual understanding and enhancing chemistry self-efficacy. University students guided the activity as tutors, providing peer support while engaging in a formative experience focused on communication, collaboration, and group facilitation skills. Quantitative and qualitative data were collected to examine changes in students’ chemistry self-efficacy, the role of cognitive style, and tutors’ perceptions of their own transversal skill development. Results indicate a significant increase in chemistry self-efficacy among high school students, with variations related to cognitive style, and positive perceptions of soft skills development among tutors. Overall, the findings suggest that integrating immersive technologies with peer tutoring can create a productive learning environment that supports both conceptual engagement and professional skill development across educational levels.
Vita et al. (Wed,) studied this question.
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