“…A review of published literature demonstrates that audience response systems are increasingly being used in higher education (Fies and Marshall, 2006;Kennedy and Cutts, 2005). Research accounts indicate that audience response systems can: increase attendance within class (Judson and Sawada, 2002); encourage passive learners to become more active (Guthrie and Carlin, 2004); enhance knowledge retention (Poulis et al, 1998); increase the meeting of learning outcomes (Kennedy and Cutts, 2005); offer anonymity, and provoke self-reflection (Gormley-Heenan and McCartan, 2009). Importantly, distinctions are made between taught subjects, such as aspects of physics and engineering, where, for example, there may be 'right/wrong' answers, and subjects where differences in opinion exist or judgment needs to be exercised.…”