Enhancing Visual Studies Education through Hypertext-Based Interactive Video: Insights from Developing Regions
Abstract
In the context of resource-limited and culturally complex environments, such as Yemen, this study examines the use of interactive hypertext video, a type of digital learning tool that allows learners to navigate, pause, and interact with visual content, as a pedagogical approach for Art and Design education. The research aims to explore how this technology, supported by an AI-assisted video compression system developed by the researcher, can overcome bandwidth limitations and enhance visual learning. An interpretive qualitative methodology was employed, collecting data through semi-structured interviews, focus groups, and classroom observations involving 35 participants, including instructors, students, cultural leaders, and government officials from 18 universities. Thematic analysis identified three key dimensions: aesthetic mediation fostering visual reasoning, pedagogical adaptation enabling cooperative and scaffolded learning, and creative resilience transforming infrastructural constraints into opportunities for innovation. Results indicate that interactive hypertext video encourages learners to actively navigate, pause, reflect, and co-create meaning behaviors critical for artistic cognition but often neglected in high-speed digital environments. The study proposes a context-sensitive framework for integrating interactive hypertext videos in higher education, offering a practical, equitable, and sustainable approach to creative learning in developing nations.
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References
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