Introduction This study explores the motivators to use learning management systems (LMS) adopted and used in eLearning by Hong Kong universities among Mainland Chinese postgraduate students amid COVID-19 pandemic.Methods An adapted and extended UTUAT2 model was first proposed and tested using the structural equation modeling approach. Through self-report online questionnaire, data were collected in 2022 from 352 Mainland Chinese postgraduate students of nine universities in Hong Kong. The reliability and validity of the data were tested using the confirmatory factor analysis, followed by path analysis to test the hypotheses in the proposed model.Results The study revealed nine motivators which explained 50% of the variance in LMS use intention. Trust (0.204), instructor characteristics (0.202), performance expectancy (0.181), and facilitating conditions (0.181) were identified as strong motivators of behavioral intention. Other factors such as effort expectancy (0.148), learning value (0.118) and social influence (0.115) also had significant positive effects on LMS use intention. Habit (0.014) and hedonic motivation (-0.016) had no significant direct effect on it.Discussion These findings provide inspirations for educational stakeholders to promote the acceptance of LMS platforms among distance and online learners who adopt the cyberspace as the only means of learning. They also offer insights about instructor recruitment and evaluation methods. Copyright © 2024 Frontiers Media SA.

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).