E-learning applications have been rapidly adopted by instructors inside and outside of the classroom. As a result, some researchers have started to assess their usefulness applying uses and gratifications (U&G) theory. This study expands the existing research trend exploring students’ motivation to use a mobile polling application in the classroom. Qualitative data were collected in a marketing research course, and U&G-based categories and themes were identified. An inductive analysis rendered five main motivational categories: (a) knowledge acquisition and learning; (b) expression of self and others; (c) interaction, engagement, and enjoyment; (d) convenience; and (e) annoyance. Five motivational themes emerged for knowledge acquisition and learning category, whereas for expression of self and others, four themes were identified. The other three categories, interaction, engagement, and enjoyment; convenience; and annoyance resulted in three motivational themes per category. A discussion on how the study findings compare to previous student response systems and e-learning research as well as a presentation of testable propositions conclude this article.

中文翻译：

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学生通过移动技术参与课堂的动机：一种使用和满足的方法

课堂内外的讲师已经迅速采用了电子学习应用程序。结果，一些研究人员已经开始根据使用和满足（U＆G）理论来评估其有用性。这项研究扩展了现有的研究趋势，探讨了学生在课堂上使用移动投票应用程序的动机。在市场研究课程中收集了定性数据，并确定了基于U＆G的类别和主题。归纳分析提供了五个主要的动机类别：（a）知识获取和学习；（b）表达自我和他人；（c）互动，参与和享受；（d）便利；（e）烦恼。针对知识获取和学习类别出现了五个动机主题，而对于自我和其他方面的表达则确定了四个主题。其他三个类别，互动，参与和娱乐；方便; 烦恼导致每个类别三个激励主题。本文讨论了研究结果如何与以前的学生反应系统和电子学习研究进行比较，并提出了可测试的命题。