Research on drawing has focused primarily on science texts as the learning materials, with relatively limited studies conducted in the humanities or other disciplines. This lack of diversity may restrict the generalizability of the observed drawing effect. Poems were a type of highly visualizable and condensed humanities texts, differing largely from the science materials. This study examined an under-explored topic for the effects of drawing on learning poems, as compared to reading, writing, and explaining strategies. Participants were 60 college students in Experiment 1, and 89 college students in Experiment 2. In Experiment 1, students learned poems by picture drawing as a constructive-mode activity, and repeated reading and verbatim writing as active-mode activities. In Experiment 2, students drew pictures and explained meanings of the poems as constructive-mode activities. The immediate performance and motivation after learning in the drawing strategy were higher than those in the reading and writing strategies. Students showed lower decreases from immediate to delayed performance and higher scores of motivation rating for the drawing strategy than for the explaining strategy, although the immediate performance with the drawing strategy was not as good as that with the explaining strategy. The utilization of drawing strategy demonstrated its potential in facilitating learning poems. With the evidence of learning poems, this study contributed to our understanding of the interactive, constructive, active, and passive (ICAP) framework by highlighting its cross-mode superiority, and additionally elaborated different learning effects of the strategies within the same parallel mode.

中文翻译：

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铅笔尖的美学：绘画对学习诗歌的影响

绘画研究主要集中在科学文本作为学习材料，人文学科或其他学科的研究相对有限。这种多样性的缺乏可能会限制所观察到的绘图效果的普遍性。诗歌是一种高度可视化、浓缩的人文文本，与科学材料有很大不同。这项研究探讨了一个尚未探索的主题，即与阅读、写作和解释策略相比，绘画对学习诗歌的影响。实验1的参与者为60名大学生，实验2的参与者为89名大学生。在实验1中，学生通过绘画学习诗歌作为建构性活动，重复阅读和逐字写作作为主动性活动。在实验二中，学生们通过绘画并解释诗歌的含义作为建构性活动。绘画策略学习后的即时表现和动机高于阅读和写作策略。与解释策略相比，绘图策略的学生从即时表现到延迟表现的下降幅度较小，动机评分较高，尽管绘图策略的即时表现不如解释策略。绘画策略的运用显示了其促进诗歌学习的潜力。本研究以学习诗歌为证据，强调了交互、建设性、主动和被动（ICAP）框架的跨模式优越性，有助于我们理解其跨模式优势，并进一步阐述了同一并行模式下策略的不同学习效果。