Abstract
This study compared the benefits of preprinted vs. write-on response cards in two undergraduate psychology courses using an alternating treatments design blocked by content unit. We compared both response card types to standard lecture in Experiment 1 and a passive lecture control condition in Experiment 2. We examined the effects of response card type on students’ exam performance, learning gains (i.e., questions answered incorrectly in class then correctly on exams), retention scores, retention gains (i.e., learning gains maintained on a posttest), and in-class participation. Students also reported their preference for response card type using a satisfaction survey. Both response card conditions resulted in higher exam scores over standard and passive control conditions, and we found that write-on response cards produced significantly higher learning and retention gains across experiments. We offer recommendations for using response cards in higher education as well as expanding this line of research.