To introduce students to library research skills, university faculty often encourage them to attend hour-long presentations offered by the library. This face-to-face introduction to research skills can be disappointing, however, if students do not participate during the session. This article reports on a study that focused on improving student participation by increasing the level of interactivity within each library session. A personal response system (PRS)--a wireless technology that equips students with clickers to react to questions posed by the librarian--was introduced to increase students' interactivity, attentiveness, and participation. In this study, participants attended either a traditional library skills presentation or one modified to incorporate the PRS. During each session, participants completed a questionnaire created to evaluate various aspects of the presentation. Although both presentations included the same research skills content, offered by the same librarian/instructor, the students using PRS found the session more enjoyable. In addition, the PRS group ranked the session as better organized and presented, a conclusion supported by their open-ended feedback. (Contains 2 figures, 4 tables and 24 endnotes.)