An increasing number of studies have addressed and proved the positive impact of classroom response systems (CRS) on learning performance in active learning environments but few focus on the parameters for the adoption and use of this technology in the classroom. This paper reviews research that has tested the parameters that influence the acceptance and use of CRS in the higher education context by utilizing the Unified Theory of Acceptance and Use of Technology (Venkatesh, Morris, Davis, & Davis, 2003). The research tested a set of hypotheses that predict the conditions under which CRS technology use was likely to emerge and persist in the active learning environment. The results highlight the importance of students' habit and performance expectancy on CRS use; the added construct of trust also indicates a significant influence on CRS use intention. The findings will better enable educators to effectively use CRS technology to support active learning.