Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 168 Research Article Relevance of eContent in Learning-Teaching of Geography with special reference to School Education in India Nidhi Singh1 & Vishal Verma2 1 Assistant Professor of Geography, Amity Institute of Social Sciences (AISS), Amity University Noida, U.P. Email: nidhisingh.cietncert@gmail.com 2Ph.D. Research Scholar, Faculty of Technology, Cluster Innovation Centre, University of Delhi Abstract Geography as a discipline has seen various paradigm shifts in approaching the goal of studying human-environment relationships. Comparatively recent developments in studying Human Geography have incorporated themes like the use of Information and Communications Technology (ICT) in making quality education accessible to the masses and also helping in enhancing the understanding of the subject. India, being a developing country with a large population, is still struggling with making quality education accessible to its learners living in various locations. The integration of ICT with different aspects of learning-teaching has not only enhanced the relevance of digital content in the present context but has also given new dimensions to various subjects, including Geography. This paper reflects on the effectiveness and relevance of the use of digital content, specifically video content, for learning concepts in Geography. Videographic Geography is an emerging concept to promote learning, teaching and research in Geography and is being considered as an innovative way of learning and teaching, especially in the case of India. This paper therefore, tries to explore this area of use of video resources for learning-teaching of Geography. Based on a field survey, this paper, therefore, aims to explore the possibilities, effectiveness and relevance of video content on Geography for school students in India. With the increased engagement of learners with computers and other hand-held devices, the use of video resources can be considered useful in catering for their educational needs. The National Education Policy (NEP) 2020 also suggests the use of eContent in learning-teaching of various subjects. Considering these aspects, the paper also tries to explore present and future prospects of video content in the learning-teaching process. Keywords: Digital Learning, eContent, Geography, Educational video, Geography Teaching, Videographic Geography Introduction Human Geography has evolved immensely from the mere study of the distribution of human beings to the use of technology and its impact on the educational achievements of learners. Educational films (videos) and videos are one such domain where human geography has expanded. Films have been considered as representatives of identities and social constructs (Cresswell & Dixon, 2002) and modes of instruction for the enhancement of learner’s understanding of a particular topic. Film has been considered as an Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 169 instructive mode through which an understanding of geographical issues, and a key site in the communication of geographical knowledge (Saunders & Strukov, 2018) can be achieved. There are various forms of popular culture of interest to human geographers – including cartoons (Thorogood, 2020), comic books (Holland & Dahlman, 2017) and television series (Glynn & Cupples, 2015). A close analysis of gaming scores offers new ways of understanding the spatiality of musical style, structure and form (Kirby, 2022) that can be yet another area of research. Ilesanmi (2022) points out, “By using different media avenues, such as models, audio-visuals, audios, and presentational tools, a friendly learning environment and experience will be enabled for learners to promote knowledge acquisition”. The need for digital content has been identified in transforming education in terms of accessibility to quality education and enhancement in learning outcomes, at least to some extent (Li Sandy C. & Karen B. Petersen, 2022 Bazelais P et al. 2022). In the rapidly growing world of ed-tech institutions, the development of creative content, dissemination of information, and technological awareness seem to be prolonged requisitions. Digital learning-teaching is strongly dependent on mastering and fostering the use of ICT in an effective manner. The traditional curriculum of Geography and geographic knowledge is seeing a revival with the integration of technologies and even Artificial Intelligence (AI)-enabled systems of learning-teaching. The strategized use of Remote Sensing and Geographical Information Systems (RS and GIS) has been effectively used in location analysis, climatic and planning activities. It is said that it may bring a technocentric revolution in learning and teaching of Geography (Kadhim, 2020). Coming to the use of eContents in the form of video resources, learning- teaching of Geography has taken a newer face in India with the aim of making quality content available to learners belonging to various socio- economic groups and geographical locations. Videographic Geography has increasingly been considered as a way of dealing with the study of various concepts of Geography (Garrett, 2011). With the improvement in digital technology, creating videos have become easier and there has been reduction in the cost of their production and distribution. Apart from these benefits, videos can be used in the classroom for recording and analyzing interactions between students and with the teachers, develop critical thinking, creativity and enhance collaborative learning (Evangelou, 2023). This paper deals with the use of eContent in the form of video in teaching Geography at the school level in the Indian context. It presents the outcomes of a field trial carried out through a questionnaire to find out the effect of video as a learning resource. It tries to study the interest of students and probabilities of learning-teaching in Geography through video content. Therefore, the study is part of an experiment that can be taken up further for the development of educational videos. Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 171 the continuation of dissemination of videos through internet-based platforms and apps and television even after the opening of schools, the need was felt to make these supplementary resources for continued access to these quality videos for the learners. Currently, about 7,000 such videos are being disseminated for classes 1-12 of school education in the country. In order to have a sustained interest of learners, the quality of videos needed to be enhanced to make them more engaging for the learners. The development of the video used in the present study is a part of this continued effort to make quality learning resources freely accessible to learners of diverse backgrounds. Objectives: The following are the objectives of this paper: 1. To assess the impact of learning- teaching through videos at the school level. 2. To find out the relevance of video content in learning-teaching of Geography. 3. To list out the challenges and future prospects of the use of video content in learning- teaching of Geography. Sample and Methodology The survey to assess the impact of the use of video resources in learning-teaching Geography was conducted in two schools- Jawahar Navodaya Vidyalaya, Gurugram, Haryana (Government) and Bal Bharti Public School, Ghaziabad, Uttar Pradesh (Private) of Delhi-National Capital Region (NCR). The survey was conducted in September-October 2022 in a face-to-face mode. The sample schools were randomly selected and are located on the outskirts of the Indian capital city, New Delhi. The idea was to take responses from learners who are not much exposed to such high quality video resources specifically designed for topics related to their curriculum. These schools were also found to be using ICT- like smart classes in learning-teaching processes. Some of the teachers of Jawahar Navodaya Vidyalaya were also engaged in creating video content and reviewing videos for various subjects for PM eVidya and DIKSHA initiatives of the MoE during the COVID-19 pandemic. The sample consists of 101 students from classes 8-9 in accordance with the content of the video. That is, they would have studied the concept in the previous class. The video used for the survey titled, Origin of the Earth’, was developed in the Central Institute of Educational Technology (CIET), NCERT, New Delhi, in the year 2022. The development of the video was done as part of the PM eVidya initiative of the Ministry of Education (MoE), Government of India (GoI), initiated during the outbreak of the COVID-19 pandemic in 2020. The video uses emerging technologies such as Augmented Reality-Virtual Reality (AR-VR) to explain the concept of the origin of the earth. This video is the first part of the series of Geography programmes, Earth’s Processes. The video is accessible through the link https://diksha.gov.in/play/content/ do_3135650179044966401129 The questionnaire was designed as part of the field trial of the video and was reviewed by experts for suggestions. It is attached in the Annexure. It consists of two sections: one based on general questions related to an educational video and the second with questions specific to the content of the video. In total, there were seventeen questions (10 in section 1 and 7 in section 2). The responses were collected for both sections and were used for analysis. As the questionnaire was given after showing the video, it can be categorised as a post-test survey. Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 176 technologies such as 3D animations or AR-VR can enhance the visual feel of the topics being covered and can enhance the interest in the topic among the learners. The responses to the field survey also support that such videos generate interest among the learners about the topic being covered. This also makes the learning process enjoyable for them. The majority of the respondents liked the video, and the format encourages the use of technology in learning- teaching of Geography. However, the scores of students received in the second section of the questionnaire could not show a clear transcend of the overwhelming response received in the first section, though about 60 per cent of them received 50 per cent. Conclusion and the way forward The use of technology in Geography in multiple ways can be seen as a paradigm shift in studying the subject. The use of technology and ICT, in particular in teaching the subject, has emerged as an integral part of the education system in various countries, including India. Incorporating online courses, blended learning and also flipped learning is being done in the traditional and existing modes of practice. Though the use of videos was done in a few instances its enhanced use and proliferation of agencies developing educational videos has been a recent trend. Probably, such developments have been instrumental in the emergence of branches like videographic geography within Geography. Educational videos have been found to be helpful in the learning-teaching process. However, the integration of such resources should be made effective and in accordance with the explanation of the topic and other pedagogical ways. The utilization of eContent is also being considered as green consumerism (Mishra et al, n.d.). Issues of over-exposure to digital modes, particularly with respect to screen timing and cyber safety, should be taken care of. Though the use of digital content can on hand enable better access to quality education for learners who are deprived of it, it further draws attention towards the existing digital divide and related issues in developing countries like India. (Acknowledgment: We would like to acknowledge the students and school administration of Jawahar Navodaya Vidyalaya, Gurugram, Haryana and Bal Bharti Public School, Ghaziabad, Uttar Pradesh for helping in conducting this survey. We are also grateful  to Prof. Amarendra P. Behera, Joint Director, CIET, NCERT, New Delhi for his visionary guidance in the development of video and conducting the field survey. Support provided by Dr. Abhay Kumar, Assistant Prof., CIET, NCERT, New Delhi at various stages is also acknowledged.) References Bazelais, P., Breuleux. A., & Doleck. T. (2022). Investigating a blended learning context that incorporates two-stage quizzes and peer formative feedback in STEM education. Knowledge Management & E-Learning, 14(4), 395–414. https://doi.org/10.34105/j. kmel.2022.14.021 Cresswell & Dixon. (2002). Engaging Film: Geographies of Mobility and Identity, Rowan and Littlefield: Lanham, MD. ISBN 9780742508842 F. Evangelou. (2023). Video as an Educational Tool for Teaching and Learning for Primary School Students: A Research Approach by Greek Teachers, European Journal of Education and Pedagogy, Published Online: February 16, 2023ISSN:2736-4534DOI:10.24018/ ejedu.2023.4.1.575 Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 177 Garrett, B. L. (2011). Videographic geographies: Using digital video for geographic research. In Progress in Human Geography (Vol. 35, Issue 4, pp. 521–541). SAGE Publications Ltd. https://doi.org/10.1177/0309132510388337 Ilesanmi Abayomi. (2022). Teaching and Learning with Instructional Videos: Issues and Concerns for Educational Practice, International Journal of Instructional Technology and Educational Studies (IJITES) ISSN (Print): 2682-3918 - ISSN (online): 2682-3926 Volume4 / Issue1, January 2023 DOI: 10.21608/ihites.2022.121271.1110 Joe Thorogood. (2020). Cartoon controversies and geopolitics:  Archer, animators and audiences, Social and Cultural Geography, Vol. 21 Issue3, Routledge, DOI: 10.1080/14649365.2018.1497190 Kadhim, A. J. (2020). Effective Use of ICT for Learning and Teaching Geography. In Aalborg Academy Journal of Human and Social Sciences (Vol. 1, Issue 1). https://www. researchgate.net/publication/347849381 Kambar, S. B., & Bamagond, V. A. (2018). TEACHING GEOGRAPHY THROUGH E-CONTENT. www.lbp.world Kevin Glynn & Julie Cupples  (2015) Negotiating and queering US hegemony in TV drama: popular geopolitics and cultural studies,  Gender, Place & Culture,  22:2,  271- 287, DOI: 10.1080/0966369X.2013.855711 Li Sandy C. & Karen B. Petersen. (2022). Does ICT Matter? Unfolding the Complex Multilevel Structural Relationship between Technology Use and Academic Achievements in PISA 2015, Educational Technology & Society, International Forum of Educational Technology & Society, National Taiwan, Normal University, Taiwan, October 2022, Vol. 25, No. 4 (October 2022), pp. 43-55, https://www.jstor.org/stable/10.2307/48695980 Mishra, U., Patel, S., Doshi, K., & Doshi, M. K. (2017). E-CONTENT: AN EFFECTIVE TOOL FOR TEACHING AND LEARNING IN A CONTEMPORARY EDUCATION SYSTEM (Vol. 2 Issue 1). International Journal of Advance Research and Innovative Ideas in Education (IJARIIE), ISSN no. Online 2395-4396, www.ijariie.com p 79-83. Philip Kirby. (2022).  Musical orientation in virtual space: videogame score and the spatiality of musical style and topic,  Social & Cultural Geography,  23:6,  855- 872,  DOI:  10.1080/14649365.2020.1821392, https://ijites.journals.ekb.eg/ article_255260_ 1ade885135551173890dc9bb2dffe91d.pdf Robert A. Saunders and Vlad Strukov (Ed) 2018 Popular Geopolitics Plotting an Evolving Interdiscipline, Routledge, ISBN 9780367591625 National Education Policy (NEP) 2020. (2020). Ministry of Human Resource Development (MHRD) now Ministry of Education (MoE), Government of India (GoI) https://www. education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf https://ciet.nic.in/pages.php?id=pmevidya Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 178 Annexure 1 Questionnaire for Field Trial Name of the Programme: Origin of the earth Type of programme: Video (AR-VR series) Subject: Geography Duration: 09:30 min Name of the organization/school: State/UT: Students/Teachers: Class: Section-1 (Choose (√) the right option) 1. Did you like the programme? Yes/No/Partially 2. What aspects did you like in the programme? (You can choose multiple options) i. The topic/theme covered? ii. The way it was presented/narrated? iii. The pictures/visuals used? iv. The sound supporting the video? 3. Do you feel the topic was well covered with the help of this video? Yes/No/ Partially 4. Was the duration of the programme adequate? Yes/No/Partially 5. Did you like the audio/background music coming in between the video? Yes/ No/Partially 6. Is the language easy to understand? Yes/No/Partially 7. Have you ever seen such video programmes before? Yes/No (If yes, mention the source) 8. Do you feel this video has enhanced your understanding about the concept of origin of the earth? Yes/No/Partially 9. What more type of programme do you see/would you like to see? (Documentary/Drama/Demonstration or experiment-based/Puppet-based/ Fun-based) 10. Do you have any suggestions related to the programme? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Indian Journal of Educational Technology Volume 6, Issue 2, July 2024 179 Section-2 11. When did the earth and other planets of our solar system originate? i. About 4 billion years ago ii. About 4.6 billion years ago III. About 5 billion years ago IV. Time of origin is not known 12. The Solar system is the system of the _________and other__________________________ which is bound together by _________________ __________________________. 13. The graphical representation of time span showing the history of the earth on a scale is known as the _________________________________________. 14. The theory to explain origin of universe and then our planet earth is known as the ______________________________ Theory. 15. What are the three most important factors that make the earth unique to have life? i. Suitable temperature, breathable air & availability of water II. Suitable temperature, various gases & atmosphere III. Cold temperature, plants & soil 16. Terrestrial planets are also known as ___________________planets and Jovian planets are also known as ______________________planets depending upon their position with respect to the sun. 17. Can you compare the life of living things with the life of a planet like earth? Yes/No/Maybe If yes, in what way? __________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ If no, then why not? _________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________