Students enrolled in introductory physical geography courses at the University of South Alabama typically use the course to meet General Education requirements. These students have little incentive to learn the material before or beyond an exam. In addition, large enrollments hinder instructors' ability to determine student comprehension during lectures. Pear Deck, Perusall, and iClicker are apps that can engage and gauge student comprehension during synchronous and asynchronous lectures during online, hybrid, and in-person meetings. Using Pear Deck in a course as described above showed that students performed better on quizzes administered via Pear Deck, which translated into moderate increases in student performance on exams. Incentivization to use Pear Deck during the lectures changed from rewarding group endeavors to individual successes.
