Introduction The motivation of the student is affective inresulting a certain study, making new attempts for selffulfilling and using new strategies. Besides it is being an essential element for learning to form an motivating and participating classroom environmental seems difficult to keep student"s motivation high and providing an active participation in the present class seating order. The classroom environment"s being suitable for learning creates a positive effect on student"s motivation. This also affects their successes positively. The student who is not inactive during the class affects the motivation of the teacher. The active participation of the student in the class depends on the active classroom environment. But classrooms" being mostly crowded forms an important handicap to form a suitable classroom environment. It is seen that students are more active in the labs than they are in the classrooms or in the lecture hall. This activeness can change according to the activities done. Student may have to carry out an experiment on his own or work in pairs. It is difficult in crowded classrooms for students to discuss one another, contact directly with the teacher and ask questions to him and have information about the other experiments. This is an important problem which is needs to be solved in science lecture. Using various theories used in science teaching in the right time and the right place can increase the success in the science lecture. But we need to use various technologies in order to reach the desired learning aims. The aim on the classroom communication technologies that have been used recently is to get easiness in learning construction and success by increasing the interaction between teacher and student which is mostly needed in learning environment. Employability situation of m-CIS (Mobile Classroom Interaction System) which is designed to make students participate more and increase their lecture motivation is researched. Method The practice was done in two different classrooms including 35 and 36 students. The study was done with registered 71 first grade students of the science teaching department. The motivation scale items used to determine the changes in student motivation were prepared by researching related literature. Prepared items were researched by an expert group. The items which are thought to be the most convenient was selected and researched in the sense of language efficiency. The 16 items scale was prepared at the result of the solidity analyses. The calculated solidity coefficient of this scale is (Cronbach"s Alpha) ? = 0,87. The data taken from the study, in which qualitative and quantitative methods were used based on the research questions, was evaluated separately. To determine the motivational change based on m-CIS usage of students, Paired-Samples "t" test was used. The opinions of the students oriented at the system usage were gathered written from the students and the themes which the opinions form with NVIVO were determined. The result of motivation test and the situation of taking participation and motivational change of students based on opinions were evaluated.ResultPaired-Samples "t" test was applied to define whether there is a certain difference on motivational changes of the students in m-SES based classes. According to the test result, it is seen that there is a considerable difference between the averages of the pre-test and post-test. It is seen that the usage of m-CIS causes a positive effect on students" motivation. The ideas of the students on system usage were collected in three different themes. These are the usage of system and positive tendency to the lesson, positive opinions to learning teaching phase and the ideas on system and its usage. Discussion An interaction environment in classroom needs to be created in order to form a motivating and participant classroom environment. When m-CIS based change on student motivation is studied, it is seen that the usage of this system has a positive effect on student"s motivation. Designed m-CIS is thought to be useful to deal with the problem when it is considered that high motivation to a lesson is required. It can be thought to give a significant contribution that the students are in the process system usage and having positive tendency to the lesson. But the situation should be evaluated in the attitude aspect to make that tendency have longer effect on student. It is out of the question to talk about attitude change with a short period of study. Students should personally are in the system usage and connect with the teacher directly so then we can say system has positive effect on students. It is seen that students" opinions on system usage are gathered in three different places. According to this, if an evaluation is done about the usage of the system on science lesson; o Students are in positive tendency on using the system. New studies for its using classroom environment can be done in order to make an evaluation of the system in using science labs. o Students say that system is useful for their learning. New studies can be done on what problems this system can be used. But when the students" expectations are considered, a teaching pedagogy can be formed by making different activities for different lessons. o Students give opinions about the usage of the system individually and in group. The lab activities that have important role in science teaching should be done individually and in group. Individual usage and group usage situation in new m-CIS applications, that will be done in the future, can be evaluated so the contribution of the system to science teaching can be better evaluated.