Concept map is a powerful tool to achieve meaningful learning. In order to improve the capabilities of traditional classroom response systems to foster students’ higher-order thinking, in this study we propose an innovative Concept Map based Classroom Response System characterized by interactivity, diagnosticity and enjoyment, and empirically evaluate its effectiveness on improving students' cognitive and affective levels in learning. This research entails important pedagogical implications and demonstrates the appropriateness of applying the system into higher education.