||Educators use classroom response systems to encourage active learning and engagement. Many studies have explored the use and impact of traditional 'clicker' systems across many disciplines. This research adds to the literature as technology changes from the traditional systems to the use of mobile devices in the classroom and more web-based applications. The aim of this research is to show that there is a positive relationship between the use of classroom response systems and student engagement. Objectives include 1) to review the literature in relation to the use of classroom response systems and student engagement and 2) to carry out primary research using a qualitative methodology. A triangulation approach is used for data collection, including questionnaires, a focus group and personal interviews. With respect to limitations, the impact of classroom response systems on student attendance is not being pursued in this work. Preliminary research highlighted several recurring themes relating to classroom response systems, including: Active learning/involvement/enjoyment, knowledge and feedback, grades/increased performance and use of mobile devices in the classroom. These themes form the structure of this paper. Research findings indicate that there is a positive relationship between the use of classroom response systems and student engagement. Classroom response systems encourage active learning, involvement and enjoyment. Using clickers is fun and the majority of students in this study indicate that it makes participation easier. Clickers give students instant feedback into their understanding of content and enable the information learned information to be reinforced or corrected. The use of mobile devices in class make the lecture more enjoyable, increases motivation and engagement. Results are inconclusive in relation to clickers helping students retain information for final exams and achieving higher grades. Further research is recommended in this area.