This study seeks to examine University students' perspectives on the use of interactive presentation technologies (namely Classpoint) in order to foster an interactive learning environment and enhance motivation during remote learning. The sample consisted of 66 students who were currently enrolled in undergraduate and graduate programmes at Arab Open University. In order to accomplish the objective of the study, a questionnaire consisting of a 20-item Likert scale was devised to assess the efficacy of employing Classpoint in terms of presentations, classroom engagement, and motivation for remote learning as seen by the students. Furthermore, 14 students were subjected to semi-structured interviews. This study employs a combination of qualitative and quantitative methodologies. The findings indicated that the utilisation of Classpoint resulted in heightened classroom engagement and enhanced students' enthusiasm for remote education. The findings also indicated a strong inclination among students to utilise Classpoint for establishing an engaging learning atmosphere during remote education. Furthermore, there were statistically significant variations in the average scores based on the students' educational level, favouring those enrolled in the master's programme. However, no statistically significant difference was observed based on the students' gender. Moreover, the findings indicated that there were no statistically significant disparities in student motivation for remote learning based on educational level and gender. Additionally, the qualitative analysis revealed a substantial enhancement in student motivation because of using Classpoint.