Numerous studies have shown that active learning is beneficial to students' learning processes, increasing their engagement, enhancing memory, and establishing long-term learning methods. However, active learning seems to be resisted by some students due to discomfort and anxiety. In this report, we interviewed 10 physics students with different backgrounds and preferences regarding their views on some pre-set lectures and assignment scenarios. The result shows that, in terms of lecturing, almost all students recognize the benefits of active learning regarded them preferred. However, students have different opinions on specific forms of active learning implementation. Regarding assignments, most students prefer problemsolving assignments built around cognitivism and believe they are more helpful for both learning and passing exams, while assignments built around constructivism and behaviorism show no distinct difference among students.
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