The use of clickers in the classroom has gained popularity over the past few years. While significant work has been conducted on exploring clickers as drivers of learning outcomes, findings are still mixed and inconclusive. In addition, several recent reviews of this interactive technology highlight an important shortcoming of previous research: the lack of theoretical discussions that explain how clickers may help learning. To address these gaps, this research draws on the control-value theory of achievement emotions to explain how the use of clickers can enhance students' motivation, learning, and satisfaction. Based on a survey of 207 undergraduate students who use clickers in the classroom, the findings show that feedback provided by clickers has a positive influence on students' perceived academic control, self-efficacy, and value. Perceived academic control and self-efficacy positively predict pride, but do not influence the enjoyment experienced while using clickers. On the other hand, self-efficacy has a negative influence on boredom. Value has a positive effect on enjoyment and pride, and a negative effect on boredom. Enjoyment experienced by students while using clickers predicts both intrinsic and extrinsic motivation. Pride has a positive effect on extrinsic motivation, whereas boredom has a negative influence on students' intrinsic motivation. Finally, both types of motivation predict perceived learning and satisfaction. The use of clickers enhances students' motivation, learning, and satisfaction.The control-value theory of achievement emotions helps explain clickers' effects.Feedback provided by clickers favors academic control, self-efficacy, and value.Academic control, self-efficacy, and value influence students' achievement emotions.