Using an active learning framework proposed by Shroff et al (2019), our study evaluates the impact of technology-enabled active learning (TEAL) on student learning in an Australian business school, using the individual reflections of accounting students as data collection strategy. We found positive influence of the three constructs of the framework - interactive engagement, problem solving and feedback on learning. Our study found interactive engagement, development of problem-solving skills and individualized learning context enabled by accounting technology have positively contributed to the learning effectiveness. Technology-enhanced scaffolds designed in the learning process have contributed to the consolidation of learning and to learning effectiveness. Our study observed that though students’ interest and curiosity enabled by technology is expected to have positive influence on learning, lack of student effort, poor timing of feedback, and absence of a sense of challenge, have limited their learning.