The classroom response system (CRS) is one of the methods of blended learning combined with the best features of face-to-face interaction and it is increasingly used in different developed countries including Australia. In brief, a CRS consists of a radio signal transmitter or “clicker” in hand of the students/audience by which they respond to a particular question or simply poll. The lecturer’s or facilitator’s computer receives the responses immediately and then is able to present the output of received responses as histogram chart. Classroom response systems (clickers) provide a new dimension for interactivity in the classroom and active discussion which can help students to achieve learning outcomes. When interactivity is present, students are not only more motivated to learn but also more attentive, participative and likely to exchange ideas with instructors and fellow students. Even though some recent studies have tested the performance of clickers for enhancing learning outcomes, the scholarship of pedagogy with regard to clicker technology is still emerging. While clickers have been used in teaching Power Engineering and other engineering courses in Griffith School of Engineering, their effectiveness has not been measured and quantified. Analysing the benefits of clickers and their impact on students’ learning outcomes and exam performances are crucial to their future effective use.