Face-to-face education has changed to blended or distance teaching due to the COVID-19 pandemic. Since education took a digital format, it can be investigated when course materials are accessed relative to online exams: are they opened before exams or during them? Therefore, four subjects were chosen for investigation at the University of Pannonia: one theoretical, one practical, and two that are both theoretical and practical were selected. Two groups of non-repeater 2nd-semester students and two groups of non-repeater 5th-semester students attended these classes. Slides were uploaded to the university’s Moodle system, while videos were uploaded to YouTube. Their analytics were used for the investigation. The analyses were conducted in five groups of days relative to the exam day. According to the results, students studied throughout the semester for the normal exam in most cases, while they studied a day before the supplementary one. For cheating, the 2nd-semester students used significantly more slides, while 5th-semester students used significantly more videos. Even with cheating, the students in their 2nd semester received significantly worse marks by 26.06% than those who were in their 5th semester.

Banks can be chosen based on multiple factors, such as location, security, and e-banking functions. The characteristics of customers such as gender and age can also affect this decision. Since the digitalization of banking sped up due to the COVID-19 pandemic, the factors that affect this decision may change as well. To assess this, a questionnaire was completed by 156 respondents, and the results were evaluated using Pearson’s correlation test. According to the results, personal visits to the banks declined after the COVID-19 pandemic started. Furthermore, the number of e-bankers rose. When choosing banks, no gender-related relationships were found based on location, while older people chose different banks than their younger counterparts. The security of internet banking functions was not associated with bank choice, while the security of the mobile banking application was. Regarding the ratings of banks, males and females did not rate banks differently, and younger people tended to be more critical in their ratings. Security, accessible location, and good customer service can lead to more positive ratings as well. The findings can be used by banks in Hungary to improve their services in order to attract customers and increase their satisfaction.

Depth perception as well as egocentric distance estimation can be trained in virtual spaces, although incorrect estimates can occur in these environments. To understand this phenomenon, a virtual environment with 11 changeable factors was created. Egocentric distance estimation skills of 239 participants were assessed with it in the range [25 cm, 160 cm]. One hundred fifty-seven people used a desktop display and seventy-two the Gear VR. According to the results, these investigated factors can have various effects combined with the two display devices on distance estimation and its time. Overall, desktop display users are more likely to accurately estimate or overestimate distances, and significant overestimations occur at 130 and 160 cm. With the Gear VR, distances in the range [40 cm, 130 cm] are significantly underestimated, while at 25 cm, they are significantly overestimated. Estimation times are significantly decreased with the Gear VR. When developing future virtual environments that require depth perception skills, developers should take these results into account.

The perception of distances is crucial in both the real world and virtual environments. However, distances can be incorrectly estimated in the latter one, and they can be affected by technological and human factors. We created a virtual environment to take a step toward understanding this phenomenon. We assessed the egocentric distance estimation skills of 239 university students at 10 various distances between 25 cm and 160 cm at 15 cm intervals. A desktop display was used by 157 students, while the Gear VR display was used by 72 students. The effects of the following factors were analyzed: gender, height, dominant arm, previous VR experience, gaming hours per week, whether the participants wore glasses, their field of study, and display device. Logistic regression analysis was performed to assess their influences on the probabilities of accurate distance estimates, while linear regression analysis was conducted to examine their effects on estimation times. The results show that except for the factors of whether the participants wore glasses and their field of study, the probabilities of accurate distance estimates can be affected along with estimation times themselves.

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