Prof. Dr. Jonas Schild

About

Jonas Schild is Professor for Creating Impact at the TH Köln, Faculty of Information, Media and Electrical Engineering, Institute for Media and Phototechnology and heads the cross-faculty study program Code & Context. The focus of his work is the development of digital innovations in interaction with entrepreneurial and societal progress in terms of an ecologically, socially and globally connected world. In his interdisciplinary research group Interactive Reality Experiences, he combines computer science, media design and cognitive psychology at the locations Cologne-Mülheim and Hannover (at the HS Hannover). As head of several interdisciplinary BMBF project consortia (ViTAWiN, EPICSAVE), he advances immersive training media (VR/AR, User Experience) in vocational education. In 2017, EPICSAVE was awarded as "Excellent Place 2017" in the federal competition "Land of Ideas". Previously, he conducted research for the Fraunhofer Gesellschaft, was a product manager for computer games and ran a VR startup. Schild studied Media Systems at Bauhaus University Weimar until 2006 and earned his engineering doctorate in computer science at the University of Duisburg-Essen in 2014. From 2017 to 2021, he worked at the HS Hannover, Faculty IV Business and Computer Science as Professor of Media Design Computing.

2022

Höhne, Elisabeth; Fekete, Sándor P.; Schild, Jonas; Zander, Lysann

Perceived Stress, Individual Psychological Resources, and Social Resources Among Computer Science Students During the COVID-19 Pandemic Journal Article

In: Frontiers in Education, vol. 7, iss. 840216, 2022, ISBN: 2504-284X.

Abstract | Links | BibTeX

@article{hoehne2022frontiers,

title = {Perceived Stress, Individual Psychological Resources, and Social Resources Among Computer Science Students During the COVID-19 Pandemic },

author = {Elisabeth Höhne and Sándor P. Fekete and Jonas Schild and Lysann Zander},

url = {https://www.frontiersin.org/articles/10.3389/feduc.2022.840216},

doi = {10.3389/feduc.2022.840216},

isbn = {2504-284X},

year  = {2022},

date = {2022-06-09},

journal = {Frontiers in Education},

volume = {7},

issue = {840216},

abstract = {Due to the COVID-19 pandemic, university students worldwide have experienced drastic changes in their academic and social lives, with the rapid shift to online courses and contact restrictions being reported among the major stressors. In the present study, we aimed at examining students’ perceived stress over the course of the pandemic as well as individual psychological and social coping resources within the theoretical framework of the Transactional Model of Stress and Coping in the specific group of STEM students. In four cross-sectional studies with a total of 496 computer science students in Germany, we found that students reported significantly higher levels of perceived stress at both measurement time points in the second pandemic semester (October/November 2020; January/February 2021) as compared to the beginning of the first (April/May 2020), indicating that students rather became sensitized to the constant pandemic-related stress exposure than habituating to the “new normal”. Regarding students’ coping resources in the higher education context, we found that both high (a) academic self-efficacy and (b) academic online self-efficacy as well as low (c) perceived social and academic exclusion among fellow students significantly predicted lower levels of students’ (d) belonging uncertainty to their study program, which, in turn, predicted lower perceived stress at the beginning of the first pandemic semester. At the beginning of the second pandemic semester, we found that belonging uncertainty still significantly mediated the relationship between students’ academic self-efficacy and perceived stress. Students’ academic online self-efficacy, however, no longer predicted their uncertainty about belonging, but instead had a direct buffering effect on their perceived stress. Students’ perceived social and academic exclusion among fellow students only marginally predicted their belonging uncertainty and no longer predicted their perceived stress 6 months into the pandemic. We discuss the need and importance of assessing and monitoring students’ stress levels as well as faculty interventions to strengthen students’ individual psychological and social coping resources in light of the still ongoing pandemic.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

Due to the COVID-19 pandemic, university students worldwide have experienced drastic changes in their academic and social lives, with the rapid shift to online courses and contact restrictions being reported among the major stressors. In the present study, we aimed at examining students’ perceived stress over the course of the pandemic as well as individual psychological and social coping resources within the theoretical framework of the Transactional Model of Stress and Coping in the specific group of STEM students. In four cross-sectional studies with a total of 496 computer science students in Germany, we found that students reported significantly higher levels of perceived stress at both measurement time points in the second pandemic semester (October/November 2020; January/February 2021) as compared to the beginning of the first (April/May 2020), indicating that students rather became sensitized to the constant pandemic-related stress exposure than habituating to the “new normal”. Regarding students’ coping resources in the higher education context, we found that both high (a) academic self-efficacy and (b) academic online self-efficacy as well as low (c) perceived social and academic exclusion among fellow students significantly predicted lower levels of students’ (d) belonging uncertainty to their study program, which, in turn, predicted lower perceived stress at the beginning of the first pandemic semester. At the beginning of the second pandemic semester, we found that belonging uncertainty still significantly mediated the relationship between students’ academic self-efficacy and perceived stress. Students’ academic online self-efficacy, however, no longer predicted their uncertainty about belonging, but instead had a direct buffering effect on their perceived stress. Students’ perceived social and academic exclusion among fellow students only marginally predicted their belonging uncertainty and no longer predicted their perceived stress 6 months into the pandemic. We discuss the need and importance of assessing and monitoring students’ stress levels as well as faculty interventions to strengthen students’ individual psychological and social coping resources in light of the still ongoing pandemic.

Misztal, Sebastian; Schild, Jonas

Visual Delegate Generalization Frame – Evaluating Impact of Visual Effects and Elements on Player and User Experiences in Video Games and Interactive Virtual Environments Inproceedings

In: CHI Conference on Human Factors in Computing Systems (CHI '22), April 29-May 5, 2022, New Orleans, LA, USA, pp. 20, ACM, New York, NY, 2022.

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