Advancing hypertext video-based learning in art and design education: an interpretive case study of colour theory learning among art students in Yemen

This study investigated the integration of hypertext-based interactive video in undergraduate Art and Design education in Yemen, with particular emphasis on colour theory instruction within resource-constrained and low-bandwidth environments. It addresses a critical gap in empirical and context-specific research concerning the pedagogical use, learner perceptions, and conceptual development of hypertext interactive video in higher education within developing contexts. The study was guided by three research questions: (RQ1) What is the current state and pedagogical use of hypertext interactive video in undergraduate Art and Design education in Yemen? (RQ2) How do students and instructors perceive the pedagogical, aesthetic, and technological components of hypertext interactive video in teaching colour theory in Yemeni universities? (RQ3) How can a contextually relevant and pedagogically grounded framework for hypertext interactive video be developed for higher education in Yemen? An interpretive qualitative case study design was adopted, grounded in a constructivist epistemological perspective informed by Vygotsky’s theory of social interaction and mediated learning. Data were collected from 35 stakeholders representing four groups: academic staff, students, technical specialists, and policymakers. The data collection process included two focus group discussions with Ministry of Education representatives and 15 students, alongside twenty-three in-depth semi-structured interviews with participants from the Ministry of Communication and Technology, industry practitioners, technical experts, and students. Data were analysed using thematic analysis following Braun and Clarke’s framework, supported by NVivo software to ensure systematic coding, transparency, and analytical rigour. The analysis generated three interrelated themes: pedagogical adaptation supporting scaffolded learning processes, aesthetic mediation enhancing visual cognition, and technological resilience in response to infrastructural limitations in low-bandwidth environments. Based on these findings, the study proposed a contextually grounded framework for hypertext interactive video in Art and Design education, integrating pedagogical, aesthetic, and technological dimensions to support accessible and adaptive learning experiences. Overall, the study contributes to advancing digital pedagogy in resource-constrained contexts and provides implications for educators and policymakers in higher education.