A mobile information and communication technology, namely the Mobile Interactive Learning System (MILS), was used to enhance large group learning in a university setting. Expectations concerning learning outcomes, based on the social construction perspective of media richness and constructivist pedagogical principles, were supported. Under similar study conditions, learners with the MILS system demonstrated better (perceived) understanding than those without. Furthermore, learning satisfaction among MILS users was significantly higher. The results were drawn from an empirical evaluation of a structural equation model, and from analyses of variance between the two users groups (with versus without MILS). The results support our hypotheses concerning the impact on understanding and satisfaction. They also suggest that mobile technology affects the learning process, leading to more individual practice and peer influenced learning.