This paper describes a poetry experiment conducted in an economics classroom, where students were randomized across two groups with rotating assignments to write poetry or short answer essay prose during a semester long course in microeconomics. The student experience overall was positive, reporting increased excitement for and engagement with the material. Students also believed that writing poetry improved both their short- and long-term understanding and retention of the concepts. The major criticism of the experiment was the additional time and effort needed to write creatively, although this could also be related to an insufficient time to task writing standard short answer essay responses. Overall, the results suggest that creative writing provides a potentially important tool to enhance learning opportunities and economic literacy among economics students.

本文介绍了在经济学教室中进行的诗歌实验，在该实验中，学生在微观经济学一学期的长期课程中被轮流分配到两组中，轮流分配写作诗歌或简短答卷。总体而言，学生的体验是积极的，他们对材料的兴奋和参与度有所增加。学生们还认为写作诗歌可以提高他们对短期和长期概念的理解和保留。对实验的主要批评是创造性写作需要额外的时间和精力，尽管这也可能与任务时间不足以编写标准的简短答案论文答案有关。总体，