Impact of using classroom response systems on students’ entrepreneurship learning experience

Yen Chun Jim Wu, Tienhua Wu*, Yibin Li

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

65 Citations (Scopus)


Technology-based teaching devices that promote interaction and communication between instructors and learners benefit active learning. Emerging technologies for Classroom Response Systems (CRS) and mobile devices can potentially help instructors create a student-centered interactive classroom. In this study, the authors aim to evaluate students’ experiences of using mobile-based CRS technology in the context of an entrepreneurship course. This study involves 22 graduate students enrolled in an 18-week course in Entrepreneurship Management. This study examines how their learning could be supported and enhanced by CRS technology. Results indicate that mobile-based CRS technology is a useful and effective tool for facilitating interaction among learners and content, enhancing students’ engagement with entrepreneurial knowledge acquisition, and improving students’ motivation toward increased entrepreneurial capability. In particular, students experience innovative, active, and deep learning in a mobile-based and CRS-supported classroom regardless of time and location.

Original languageEnglish
Pages (from-to)634-645
Number of pages12
JournalComputers in Human Behavior
Publication statusPublished - 2019 Mar


  • Classroom response systems
  • Curriculum assessment
  • Entrepreneurship education
  • Higher education
  • Learning
  • Mobile learning
  • Participation

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Human-Computer Interaction
  • General Psychology


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