Professor Richard Warner, author of our Contracts materials, recently surveyed his students to assess the effectiveness of our materials, e.g., interactive cases,  tutorials, and quizzes; and downloadable flow charts and study outlines.  (The former are edited cases “annotated” with questions the reader answers interactively.)  The idea is to help students identify and focus on the relevant points while they read, and, in that way, help them learn how to read a case more effectively and time-efficiently by providing interactive guidance while reading real cases, Hadley v. Baxendale.  The tutorials are interactive question and answer sequences that assume students do not know, or have not committed to memory, relevant legal rules; the aim is to help them learn the basics by making the task visual and interactive. The hypothesis that Professor Warner wanted to test was whether the interactive cases and tutorials were more “efficient,” i.e., whether they allowed students to understand the material more quickly, easily and effectively.  The point:  If students understand the cases and learn the relevant rules more quickly, easily and effectively, then there is more time and energy for practicing the interpretative skill of applying the doctrines to various fact patterns. The survey results conclusively show that the students perceive the online cases and tutorials as more efficient and effective.