Aesthetic experience (AE) and creativity overlap in cognitive processes; the conscious practice of AE focused on everyday designed products can be an effective way to enhance creativity. To better understand the effects of such conscious practice, we designed one control intervention with free product observation and four interventions corresponding to four product-based AE processes, by which we explored what types of conscious practice would best facilitate the learning of creativity. Additionally, the moderation effect of everyday aesthetic experience in designed products was examined. One hundred and eighty college students were randomly assigned to five intervention groups: Control group (C), Perceptual analysis (E1), Life-experience association (E2), Functional analysis (E3), or Aesthetic-emotion evocation (E4). The intervention stimuli were 50 photos of everyday designed products, and the creativity was measured by the Product-based Figural Creativity Test. The results revealed that engaging the participants in conscious AE practices, especially those that contribute to the association between imaginary narratives and the participants’ life experiences (E4) or that enhance analytical thinking on valuableness of the product (E3), can best improve college students’ creativity. Besides, the personal trait of everyday AE interacted with the interventions and influenced the participants’ creativity improvement, suggesting that providing scaffolding in accordance with personality traits can magnify the effects of learning creativity. To conclude, this study theorizes and examines the link between varied AE-based practices and the performance of creativity as well as the moderation role of everyday AE in such learning. The findings provide valuable insight for designing effective AE-based interventions for enhancing AE and creativity.

审美过程（AE）和创造力在认知过程中重叠；AE专注于日常设计产品的有意识实践可以成为增强创造力的有效方法。为了更好地了解这种有意识的练习的效果，我们设计了一种带有免费产品观察的控制干预措施，以及与四种基于产品的AE过程相对应的四种干预措施，通过这些干预措施，我们探索了哪种类型的有意识的练习方式最能促进创造力的学习。此外，还检查了设计产品中日常审美经验的调节作用。一百八十名大学生被随机分为五个干预组：对照组（C），知觉分析（E1），生活经历协会（E2），功能分析（E3）或审美情感唤起（E4）。干预刺激是每天设计产品的50张照片，并通过基于产品的图形创造力测试来测量创造力。结果表明，让参与者参与有意识的AE行为，特别是那些有助于虚构叙事与参与者生活体验的联系（E4）或增强对产品的价值的分析思考（E3）的行为，可以最大程度地改善大学生的创造力。此外，日常AE的个人特质与干预措施相互作用，影响了参与者的创造力提高，表明根据人格特质提供支架可以扩大学习创造力的效果。最后，本研究对各种基于AE的实践与创造力的表现之间的联系进行了理论分析，并研究了日常AE在此类学习中的调节作用。这些发现为设计有效的基于AE的干预措施以增强AE和创造力提供了宝贵的见识。