Abstract
Entrepreneurship is crucial for fostering innovation and opportunity in a rapidly evolving global economy. Introducing it in secondary schools is challenging due to potential cognitive overload and the complexity of the skills required. This study evaluates the effectiveness of a Learning Management System (LMS) using Cognitive Load Theory for improving entrepreneurial skills among secondary students in Hong Kong. In the study, 280 students from 16 schools completed the LMS intervention. Through a series of t-tests, ANCOVAs, and multilevel models, we examined the effects of an LMS on students' entrepreneurial attributes and aspirations. The results indicated that the LMS enhances students' perceptions of entrepreneurial concepts. However, the effectiveness of the LMS was influenced by two key factors: the level of student engagement with the system and their previous entrepreneurial experiences. Higher engagement with the LMS and more extensive prior entrepreneurial experiences were found to significantly boost students' entrepreneurial attributes and aspirations. The outcomes indicate that by organizing content to minimize cognitive overload, the LMS facilitated the development of sophisticated cognitive schemas essential for entrepreneurial thinking. Copyright © 2024 The Author(s).
Original language | English |
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Article number | 100380 |
Journal | International Journal of Educational Research Open |
Volume | 7 |
Early online date | Aug 2024 |
DOIs | |
Publication status | Published - Dec 2024 |
Citation
Ho, C. S. M., Chan, J. Y. C., & Lee, J. C.-K. (2024). Fostering secondary students’ entrepreneurial attributes and aspirations through a theory-informed learning management system. International Journal of Educational Research Open, 7, Article 100380. https://doi.org/10.1016/j.ijedro.2024.100380Keywords
- Entrepreneurial attributes
- Entrepreneurial aspirations
- Learning management system
- Engagement
- Entrepreneurial experience