When the image loses its shape: a comparative study of college students' understanding pathways of abstract and figurative art

This study examines path differences in abstract and figurative art comprehension between art and non-art majors among college students. Employing a phased mixed-methods approach, the qualitative phase utilized semi-structured interviews and thematic analysis to develop a “perception-emotion-context-reasoning/narrative-interpretation” comprehension model, which informed the creation of a quantitative scale. The quantitative phase employed this model as a framework for reliability and validity testing, alongside multi-group path analysis. It compared and refined the model across four scenarios (“abstract/concrete × art/non-art”). Results indicate that contextual factors play a pivotal “hub-and-spoke” role in artistic comprehension. Artistic groups leverage context to engage in abstract reasoning and narrative construction, producing symbolic and academic expressions. Non-artistic groups, however, are often emotion-driven or rely on subjective speculation, leading to everyday associations or comprehension barriers. Understanding abstract works relies on perception and emotion, which, through context, ascend to the symbolic level. Concrete works, supported by context, activate narrative and linguistic pathways. The study provides mutual validation across qualitative and quantitative dimensions, proposing pedagogical and exhibition insights such as tiered contextual cues, narrative scaffolding, and task-oriented observation. These approaches facilitate the transition from experiential to professional understanding, enriching cognitive processing theories of art comprehension and offering an actionable framework for aesthetic education and museum practice.