The authors examine factors influencing student active learning and the ensuing class learning experience in the context of applying technologies in the classroom. The results suggest that the psychological benefit directly and indirectly influences class learning experience. In addition, the functional benefit only indirectly influences class learning experience through the mediator active learning. The results of multiple group analysis further suggest that the impacts of both psychological and functional benefits on active learning are stronger when the level of faculty-student interaction is low. The authors conclude with managerial implications and directions for future research.