設計教育中，一向非常重視工業設計師的表達技巧與創造力開發。一個優秀的工業設計師，不但需具備速寫和畫圖等具象化的表達技巧，更應該具備，可在腦中激發產品視覺造形的靈感，而創造力乃是此一重要的發想來源。
本研究即根據Hubel & Lussow（1984）所提出的「藉速寫和畫圖等具象化的方式，培養創造想像力的能力」為基礎，訂定研究目的：（1）探討圖形啟發的方式與創造力之間的關聯性與影響程度。（2）探討圖形啟發訓練各樣本與創造力之關聯分析。（3）探討圖形啟發訓練各樣本影響創造力之特徵因素。
針對設計初學者，進行圖形啟發的訓練，並採用Williams創造思考活動量表，作為評估實驗組與對照組，在實驗前後創造力之差異。結果發現，實驗組在實驗五週後，創造力、流暢力、開放性與精密性均優於對照組；而實驗十週後，實驗組之創造力、開放性、變通力、獨創力與精密性亦優於對照組。因此，圖形啟發的方式，的確有助於設計者提升創造力。此外，透過訪談及數量化一類等方法，評估圖形啟發訓練樣本，並對樣本進行特徵因素分析，以了解影響創造力的具體特徵因素，提供未來發展圖形啟發教材的參考依據。

In design education, it is important to improve the presentation technique and creativity of industrial designer. An exceptional designer needs not only the presentation technique, but also the inspiration of the form. The creativity is an important origination of this inspiration.
Therefore, the purposes of this study are according to Hubel & Lussow (1984) written “Nurturing creative ideation skills, through visualizing, sketching, and drawing.” included as follows. (1) Probing into the relation and the effect between image edification and creativity. (2) To evaluate the relation between each sample and creativity. (3) To analyze the characteristics of each image edification sample.
This study is implemented by two steps. First, the students are divided into two groups. The experimental group is trained by the representative samples of image edification. Then, all the students are evaluated the creativity by using Williams Creativity Assessment Packet after experimentation. The result of this experimentation is that “the creativity of experimental group is higher then the compared group”. Second, evaluate the relation between each sample and creativity by using evaluation grid method. According to the results of interview, some characteristics influencing the creativity are found. And those characteristics could be integrated and applied to creativity edification in the future.

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