The purpose of this study was to examine the effects of using audience response systems (ARS) on student learning outcomes and learning processes, when the instructional strategy of using sequentially challenging questions and collaborative discussions were held constant across both treatment and control conditions. A quasi-experimental AB alternating research design was employed. Two sections of a Functional Anatomy and Kinesiology course at a small faith-based college participated in the study. One section served as control and the other section as treatment groups until midsemester, when the roles of the groups switched. Both quantitative and qualitative data were collected and analyzed. Independent t-tests showed no significant impact of ARS in either the unit exams, or the final exam. Chi square tests demonstrated no significant difference in imbedding questions within the presentations. Most students preferred attending class where the ARS are used, citing greater engagement with the instructor, the material and their peers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]