For many computer science learners, active learning represents a critical pathway for productive engagement and sustained achievement. However, limited research examines how students perceive and evaluate specific active learning formats, particularly in programming intensive CS2 courses. This poster presents an experience report on a classroom intervention study of the impact of two active learning modes, iClickers vs. worksheets, on student engagement in a CS2 course, as part of broader research on active learning methods in post-secondary CS education. The Fall 2025 pilot study, conducted in a course that bridges introductory program design to lower-level languages (e.g. C), explores student perceptions, preferences, and experiences with the two active learning strategies. Over seven weeks, students enrolled in two lecture sections engage with both modalities using a crossover repeated measures design. Data are collected via post-session surveys, checkpoint surveys, and a summative assessment to examine the relationship between perceptions and performance. The study investigates which modality, individually or in combination, best supports engagement and learning, with findings expected to inform evidence-based recommendations for integrating active learning practices in programming-intensive courses, especially in an era of ubiquitous electronic devices that may potentially cause distractions within learning environments.