From passive responders to active creators: A case study of student engagement with SRSs in a postgraduate context

Student passivity in higher education remains a challenge, particularly within Asian Confucian contexts. While student response systems are widely used to enhance engagement, their long-term efficacy may fade due to novelty effects, and empirical research in non-Western, postgraduate settings remains limited. Grounded in self-determination theory and Bond and Bedenlier’s bioecological framework, this qualitative study explores how shifting students from passive users to active creators shapes multidimensional engagement (i.e. behavioural, emotional, and cognitive engagement). Semi-structured interviews are analysed thematically to explore postgraduate engagement across different SRSs-based activities. Findings indicate that while review-based activities encourage rapid responses, they limit interaction and evoke emotional discomfort (e.g. fear of ‘losing face’). Additionally, transitioning to a creator role in generativity-based activities facilitates closer intra-group collaboration and deeper cognitive engagement. However, students report an increased cognitive load. Findings suggest that thoughtful instructional design (e.g. scaffolding strategies) is needed to mitigate challenges.