Current priorities in higher education are focusing on increasing student engagement. Presented in this session are the findings of a year-long interdisciplinary study which attempted to increase student interaction and engagement by incorporating real-time in-class technologies. The results demonstrate that students are strategic in their use of the technology and criticise its application to situations when face-to-face interactions could occur or when it does not fit their purpose. Staff autoethnographic reflections on their use of the technology criticise logistical issues and that its use reduced in-class engagement and interaction. Overall the technology was a hindrance possible reasons are explored with findings that are essential for other educators who are considering using such technologies.