As new technologies have been integrated into learning activities to support student learning, it is very important to understand the underlying mechanism of the tools and their effect on the process. Our primary objective is to understand student perception of learning tools use. We apply activity theory in an attempt to understand student perceptions regarding educational tools usage in their classes and the consequential effect of on students’ learning. Through our case study and analysis, we observe that using an audience participation tool in the class increased the student participation and assisted in their learning process. There were instances in our analysis, however, that we could not explain using the activity theory and, therefore, we propose a novel framework to overlay activity theory which we believe could help understand students’ perception regarding using the tool.