第五章 討論、意涵與結論
第四節 結論
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第四節 結論
綜合前述資料的分析和討論，本研究結果對於原先設定之三個主 要問題提供了新的理解：
首先，第一個研究問題是探討「兩人設計團隊如何從事創意協作 的歷程」。研究發現，兩人團隊創意協作的歷程從成員對產品核心概 念的探索開始，之後會經歷共同建構創意、精緻化創意和實踐創意等 過程。此一過程有三個過往文獻並未觸及的議題。第一，產品核心概 念的頓悟，除了仰賴設計師個人的探索以外，通常是兩人在相近的問 題意識下，從參與共享的情境當中浮現。從情境浮現出的頓悟並不專 屬哪一方，必須仰賴兩人共同參與情境而獲得。第二，兩人不僅在創 意發想的歷程投入在共享的情境當中，在之後的歷程也是如此。產品 核心概念的頓悟產生之後，仍需要創意的實踐和精緻化，而這個過程 實際上是揉合了兩人的創意和汗水的結果，因此兩人設計團隊不會特 別強調作品的原創者是誰。第三，對於設計團隊而言，即使成員提出 的創意的被暫時擱置，但仍有可能透過其他形式如周邊商品，呈現設 計師的個人特質或是設計師特有之創作的個性，這能幫助設計師維持 滿足個人期望展現個人創意身份的動機。
第二個研究問題是瞭解「兩人設計團隊如何發展交融記憶系 統？」。研究發現，兩人團隊 TMS 的發展有其特別之處，友誼是促 進兩人團隊發展交融記憶系統的重要因素，友誼不僅帶動兩人從玩票 接案到正式形成團隊，同時也在團隊運作過程中，增強了交融記憶系 統本身的能量。這補強了過往學者主要從訊息處理之認知歷程觀點，
論述如何促進成員分享、學習和善用彼此專業的歷程。本研究認為，
成員間社會互動和溝通溝通互動的過程也必須考慮在內，其中又以兩 人從團隊形成前便開始培養的友誼特別關鍵。因為，支持團隊成員學 習其他人專業知識的過程，偏重兩人思維或意識的交流，這必須仰賴 兩人培養了一定程度之親近關係後，才可能在共享的情境當中，透過 人際互動與溝通的過程，對特定的人事物建立共同的理解。
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第三個研究問題則是探討「兩人設計團隊溝通互動的形式為何？
他們又是如何進行溝通互動的？」。研究發現，兩人會透過不同形式 的溝通對話，促進資訊的交流並精緻成員的創意，這些形式包括了競 爭型互動、合作型互動，和基於玩興的互動。過往 TMS 文獻有關溝 通互動的研究，其研究焦點著重在成員如何學習和善用交換資訊；但 是，本研究則進一步提示了成員間溝通互動的目的，不只是為了學習 並善用交換資訊的方式，更是希望透過不同形式的溝通互動，再次精 緻創意，賦予創意潛在的價值，而這正是過往有關 TMS 的文獻並未 強調的部分。
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