Key points are not available for this paper at this time.
Abstract Metaverse—a three‐dimensional computational environment—combines physical and virtual reality to enable social relationships and immersive experiences by mimicking real‐world scenarios. Metaverse is considered the third wave of the internet revolution (exploiting Web 3.0), leveraging upcoming technologies such as extended reality and artificial intelligence shaping a new era of human–‐machine interactions. In recent years, increased research and development on educational technologies (EduTech) based on blockchain technology has seen substantial growth of metaverse‐based solutions within the higher education context. This research aims to synergize blockchain technology and metaverse environments to conduct online exams (metaExam) in a trustworthy, reliable, and secure way. The synergy between blockchain and the metaverse brings various benefits, such as improved security, cost effectiveness, and increased efficiency in the online examination process. One of the central features of the proposed solution metaExam is to leverage cryptographic protocols via blockchain to control data access, making verification faster and protecting against misuse. Exam scores and grades are stored on a blockchain ledger using a digital signature method to enhance security. We validated the proposed solution by testing a prototype on the Ethereum platform using the Sepolia Testnet network using Microsoft Windows environment. Evaluation results indicate (i) query response time (10–50 ms), (ii) and query execution performance (CPU utilization between 1%–5%) offering computationally feasible solution. This research contributes by integrating blockchain and metaverse technologies to offer a solution metaExam that can offer improved security and immersive user experience for exam management. The proposed solution and its validation can provide insights into transforming online exams, offering a fresh perspective on addressing concerns about exam grade authenticity and verifying academic credentials in EduTech.
Razzaq et al. (Sat,) studied this question.