Fostering secondary students’ entrepreneurial attributes and aspirations through a theory-informed learning management system

Fostering secondary students’ entrepreneurial attributes and aspirations through a theory-informed learning management system

• Ho, Chun Sing Maxwell The Education University of Hong Kong
• Chan, Jenny Yun Chen The Education University of Hong Kong
• Lee, Chi Kin John The Education University of Hong Kong

International Journal of Educational Research Open, 7, 2024

Elsevier

2024

• C Psychology & Learning
  • CB Psychology of Learning

Entrepreneurial Attributes Entrepreneurial Aspirations Learning Management System Engagement Entrepreneurial Experience

• Hong Kong

• 1997.7 onwards

• Secondary Education

• View Full Text 全文連結

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).

• English

Journal Articles

• 26663740

• 10.1016/j.ijedro.2024.100380

https://bibliography.lib.eduhk.hk/bibs/d1a7bcfe

2025-01-07