Student Response System (SRS) allows all students to have a chance to participate in the classroom with their own devices. While it is an effective tool for promoting active participation and classroom interaction, previous studies argue that overuse and over-dependence of the technology can pose a problem of student disengagement. This paper reports on a quantitative research about the relationship between the number of questions and the number of student responses, drawing data from a self-invented student response system that has been used campus-wide between 2012 and 2015 at The Chinese University of Hong Kong. Our results show that in general student responses are stable with virtually no significant drop at the end of the lessons regardless of how many questions are asked. To conclude, we refute the hypothesis that excess use of the technology would lower student participation. [For the full proceedings, see ED621557.]