創造力是資訊人才在開發軟體時所需具備重要能力之一，而開發中、大型軟體則需要團隊合作。合作學習是一種激發團隊創造力的有效方式。但目前支援團體創造力的電腦輔助合作學習(CSCL)環境卻鮮少受到關注。而研究支持團體創造力的CSCL 環境如何提升不同類型軟體開發的效能卻是十分重要的；例如，如何能夠幫助團隊成員激盪並找尋出在生活中有創意且具價值的應用，或對於某特定問題尋求有創意且有效的解決方案等。
針對以上問題，本研究結合創造性問題解決模式，並運用六三五腦力激盪法幫助軟體開發團隊成員們達到知識的共享與互相激盪創意，進而能夠開發出創新的應用程式或軟體。本研究建置了一個結合創意發想工具及程式撰寫之線上學習系統，實驗部份則邀請南部某國立大學工程科學系大一修習程式設計課程的52 位學生，以4 人為一組分為13 組之後再分實驗組和對照組進行驗證。
實驗共有兩種，第一種實驗先提供給參與者一份公開之資料，而題目則由學生在分析資料過程中討論決定；第二種實驗的題目則給予一有明確規格需求之問題讓參與者解題。在創意發想階段，實驗組使用六三五腦力激盪法進行發想，而對照組則是使用自由討論的方式將想法列出。在發想完成後，每組學生須對於想法做排序，並從想法中組合出他們所要實作的題目，並用虛擬碼完成雛型，再將虛擬碼轉換撰寫成C++程式碼。
實驗結果顯示，使用六三五腦力激盪之實驗組相較於控制組，除了在開放式題目中，變通力未達顯著較佳水準之外，其餘部分皆達顯著水準，藉此可驗證六三五腦力激盪法在此確實對於創造力有明顯的影響。此外本研究實驗結果亦發現擴散性思考能力與程式能力的相關性並未達顯著水準。

Creativity is one important ability for IT personnel when developing software systems. Building mid-to-large systems requires team works. Collaborative learning is an effective way to stimulate the creativity of team works. Yet, little attention has been paid to Computer-Supported Collaborative Learning (CSCL) environments that can boost team creativities in program design. For such purpose, a CSCL environment should support boosting team creativity in various kinds of situations, for example, in helping students to agitate their mind and find out creative and valuable applications or in seeking innovative and effective solutions for a specific topic.
This study develops a methodology that joins the creative problem-solving mode and the 635 brainstorming method to help students achieve knowledge and ideas stirring to develop innovative applications or software. An online CSCL system is built with creative thinking tools and a C++ programming environment. Two experiments, involving 52 freshmen who enroll in a programming course of a national university in Southern Taiwan, were conducted to verify the effectiveness of the methodology. All the participants are randomly grouped into 13 teams and, from which, they are divided into an experimental and a control groups. Two kinds of experiments are conducted. In the first one all the participants get open data on a subject, on which, they discuss and decide their final applications. In the second one they get a subject with clear specs, and, according to which, they develop their applications. At the creative thinking stage, the experimental group uses the 635 brainstorming method to discuss their ideas and the control group uses brainstorming without any tools to list theirs. After the thinking stage, students have to sort the ideas, choose the best one as their application, write down some virtual codes, and implement them into C++ codes.
The results show that the experimental groups, by using the 635 brainstorming tool, perform significantly better in all the creative indexes, except the flexibility in the open data case, which can confirm that the 635 brainstorming method, in this study, can help boosting team creativity for students to agitate their mind and find out creative and valuable applications.

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