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This paper presents a qualitative study of the experience of students of the shift from face-to-face learning to online learning during the COVID-19 lockdown in Norway. Detailed inputs were collected from 200 university students enrolled in a bachelor’s degree in information technology in Norway through an online survey. Their responses were categorized into three main themes: the teacher’s role, the life of a student, and digital learning. We found that, surprisingly, the students felt that the shift to digital learning had positive effects on their lives, such as the availability of more time for study, study flexibility through recorded lectures which could be reviewed repeatedly and anytime, and more time to pose questions. However, some students also pointed out negative effects such as more distractions, lack of structure, and a perceived invasion of privacy when required to turn on their cameras. The students valued the use of high-quality technical equipment as well as student engagement during online lectures, but also freedom of choice to participate.

In many games, a win or a loss is not only contingent on the speedy reaction of the players, but also on how fast the game can react to them. From our ongoing project, we aim to establish perceptual thresholds for visual delays that follow user actions. In this first user study, we eliminated the complexities of a real game and asked participants to adjust the delay between the push of a button and a simple visual presentation. At the most sensitive, our findings reveal that some perceive delays below 40 ms. However, the median threshold suggests that motorvisual delays are more likely than not to go undetected below 51-90 ms. These results will in future investigations be compared to thresholds for more complex visual stimuli, and to thresholds established from different experimental approaches.