This dissertation reports a multi-method study of the cultural, pedagogical, and sociological effects of clickers for students in higher education. A clicker is a small, handheld device used to prompt critical thinking and discussion by student learners. To date, no research studies in the developing literature on Student Response Systems have specifically explored the social, cultural, and emotional effects of clicker use. Guided by theoretical perspectives in social psychology, this research was designed to address student interpretations of and experiences with using clickers during the learning process. The quantitative and qualitative methods used reveal a detailed, diverse set of narratives regarding how clickers affect social interaction in interactive learning communities. Many students experienced clickers as a positive, useful tool, one which fosters a learning community characterized by greater activity, communication, cooperation, and solidarity as compared to traditional lecture courses. While the majority support continued use of clickers in higher education, a minority expressed dissatisfaction with clicker use in the learning environment. Overall, the data suggest clicker use significantly affects interaction dynamics, both at the level of small peer groups and for the class as a whole. In addition, clicker use has implications for selfhood and agency, as students socially constructed their experiences with clickers differently. The dissertation concludes with a discussion of issues that still need to be addressed with regard to future use in higher education. [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.]