The trialogical approach to learning offers a framework for fostering novelty and innovation. However, the framework lacks the details needed to guide practitioners. More studies should understand how it can be effectively adapted into instructional practices. This study addresses this gap by examining collaborative interactions' role in a trialogical learning environment. Through action research, this study analysed qualitative data collected from implementing an instruction that was designed using trialogical design principles. This instruction was implemented in a pre-university creative thinking module at a Malaysian private university. By analysing artefacts such as reflection and discussion logs, this study aimed to identify collaborative interactions and describe how they supported or hindered the participants' engagement with the trialogical-based learning activities of the implemented instruction. The findings suggest that effective collaborative interactions are essential for the students to successfully co-develop shared objects in a trialogical learning environment. Besides that, the findings suggest that the collaborative interactions must be epistemic, focusing on the exchange and co-construction of knowledge.