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Abstract: Creativity in animation education is increasingly shaped by interactive digital narratives, yet systematic pedagogical frameworks remain underdeveloped. This study introduces the Interaction Hyperspace (IH) Framework, a multidimensional discourse model designed to address the gap between technical proficiency and narrative innovation among undergraduate animation students in China. Through exploratory action research, the study examines an augmented reality (AR) animation project, utilizing discourse analysis of design diaries, semi-structured interviews, and iterative feedback sessions. Findings reveal that shifting from linear to interaction-driven storytelling encourages students to construct non-linear story structures, fostering creativity through multimodal discourse. The IH Framework provides a structured approach to integrating spatial-temporal storytelling and audience agency, bridging theoretical concepts with practical application. This research contributes to interactive learning environments by demonstrating how interactive discourse functions as a communicative and semiotic practice, with implications for animation pedagogy and digital media studies.