Abstract
The main purpose of using the Personal Response System (PRS) is to increase engagement, participation and understanding, particularly in terms of communication and interaction between students and lecturers. Many studies have aimed to evaluate the use of the PRS and have demonstrated increased interactivity and communication. However, the learning activities of the PRS are not perceived as also encouraging learners to interact with different components of the PRS in order to achieve his/her objectives. The reason behind this failure to view the various PRS activities as joint learning is the unsystematic approach applied to its use. This study has selected Activity Theory as a lens through which to holistically evaluate the use of the PRS as a learning tool in Higher Education and Grounded Theory as the methodology by which to collect and analyse data. The study uses a case study approach and King Khalid University in Saudi Arabia has been selected as the institution under study. The study has mainly relied on qualitative methods of data collection, using Grounded Theory, which has included the instruments of interview, group interview and questionnaire. The findings of the study show evidence of improvements in learning, resulting from relationships being enhanced as a result of the various components of the PRS. This improvement allows the transformation of objectives into outcomes.