Abstract
Engaging students in large classes is a challenge at the best of times. Teachers are increasingly seeking the help of new technology to keep the attention of their technologically savvy students. VotApedia, a free cell phone‐based audience response system, is one such technology. This research aims to assess economics students' perceptions of use of VotApedia in helping to achieve deeper learning; to map importance of use of audience response technology for students in promoting engagement and to assess the promotion of a positive and active environment in lectures by use of VotApedia in an Australian University. Using the framework of activity theory, it argues that technologies such as VotApedia use positive feedback loops to facilitate improved student engagement and learning.
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