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.
ASJC Scopus subject areas
- Arts and Humanities (miscellaneous)
- Human-Computer Interaction