Abstract Creativity training has been generally based on avoiding critique during idea generation, although benefits of argumentation have been shown during idea selection and elaboration. The research reported here aims to understand how argumentative interactions involving role-play, with subsequent group reflection on them, contribute to collaborative creative design projects. The study was carried within a specialised Masters course at the Royal College of Art (London), organised jointly with Imperial College London, and focuses on analysing group reflection sessions of two groups of students whose on-going project was initially defined as “communication by touch”. Results showed that although students reported difficulties in playing argumentative roles that were not aligned with their personal views, their debates enabled them to arrive at “Eureka!” moments with respect to better grounded and precise definitions of their project concepts. We highlight the complex ways in which emotions circulate with respect to “Eureka!” moments, role-play and grounding. Given differences in ways that groups played out their assigned argumentative roles, we conclude that role play debate and group reflection on it need to be applied and considered as a whole in creative design training.

中文翻译：

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争论、尤里卡与情感：创意设计培训中的小组项目分析

摘要 创造力训练通常基于在想法产生过程中避免批评，尽管在想法选择和阐述过程中已经显示出论证的好处。这里报告的研究旨在了解涉及角色扮演的争论性互动，以及随后的小组反思，如何有助于协作创意设计项目。该研究是在与伦敦帝国理工学院联合组织的皇家艺术学院（伦敦）的专业硕士课程中进行的，重点是分析两组学生的小组反思会议，这些学生正在进行的项目最初被定义为“通过交流”触碰”。结果显示，虽然学生们报告说在扮演与他们个人观点不一致的争论角色时有困难，他们的辩论使他们能够达到“尤里卡！” 关于他们的项目概念的更好的基础和精确定义的时刻。我们强调了关于“尤里卡！”的情绪循环的复杂方式。时刻，角色扮演和接地。鉴于小组发挥其指定的争论角色的方式存在差异，我们得出结论，角色扮演辩论和小组反思需要在创意设计培训中作为一个整体加以应用和考虑。