Game-based teaching (GBT) has gained widespread adoption in modern education, yet teachers bear heavy burdens in designing GBT activities and interpreting student learning performance, while centralized educational data storage brings prominent security and credibility risks. To tackle the above bottlenecks, this paper proposes SmartTA, an integrated teaching assistant system combining GBT recommendation modules, automated machine learning (AutoML), and blockchain. Specifically, SmartTA supplies customized GBT cases and exam scoring suggestions for teachers, and leverages AutoML to automatically mine student learning behaviors with zero coding requirements. Three groups of experiments are conducted to validate the system: AutoML achieves a maximum prediction accuracy of 93% on six public educational datasets; the Hyperledger Fabric-based blockchain prototype enables data insertion with an average latency of approximately 2.2 seconds and query latency of approximately 150 ms; 20 frontline educational practitioners provide 85% positive user feedback. The experimental results suggest that SmartTA may help reduce teachers’ lesson preparation workload, support improved instructional quality, while enabling tamper-resistant data storage via blockchain. This study realizes the practical fusion of AutoML and blockchain for GBT scenarios, and establishes a novel, secure, data-driven teaching assistance paradigm that is accessible to non-technical educators.
The rapid development of the Fourth Industrial Revolution (IR 4.0) and Web3 has catalyzed digital transformation in the education sector through the convergence of Artificial Intelligence (AI) and the metaverse. However, most existing initiatives remain isolated and passive, lacking adaptive learning capabilities. These initiatives also face cross-platform interoperability constraints, cybersickness, gaps in educator readiness, and ethical concerns regarding biometric data privacy. In view of this, this study was conducted with the objective of constructing an integrated conceptual framework, Edu-AIMeta, that links technological dimensions with learning theories, critically analyzing implementation challenges, and proposing sustainable cyber-governance strategies. To achieve these goals, this study employs a conceptual-integrated literature review design by critically analyzing and synthesizing theoretical perspectives from 22 articles published between 2022 and 2026 across the Scopus and Web of Science (WoS) databases. The research findings outline three primary dimensions of integration success: the AI cognitive engine, the spatial metaverse environment, and user adoption and competence, particularly among Generation Z students and educators. Moving forward, this paper recommends the development of an inclusive meta-governance framework through the implementation of open-source standards, the formulation of ethical guidelines for biometric data protection, and the provision of structured immersive pedagogical training programs to ensure an equitable, secure, and sustainable future educational ecosystem.
This study introduces a blockchain-based system for digital identification and verification of educational documents in Pakistan. The solution tackles ongoing issues like document fraud, slow manual verification, lack of transparency, and poor interoperability among institutions. The system uses the Ethereum blockchain for smart contracts as well as IPFS for decentralized storage to provide secure, tamper-proof, and highly efficient access to academic records. A prototype with a simple web interface that was user-friendly was designed for students, institutions, and recruiters. The questionnaire USE was used to assess usability and 204 respondents claimed to have high satisfaction with ease of use, learnability, usefulness, and overall experience. The system not only saves the organizations of the administrative overhead but also inspires stakeholders to trust digital means and at the same time, the paperless process of environmental exposure ultimately leads to sustainability. By making use of the most up-to-date technology, it deals with historic issues in the educational systems. The findings of the study underscore the potential of the blockchain in the transformation of educational document verification in least developed areas whereby global academic ecosystems can scale up become transparent, affordable, and reliable.
Traditional e-learning and academic administration systems face persistent challenges, including credential fraud, inefficient verification processes, and a lack of transparency in financial aid distribution. This paper proposes a blockchain-integrated e-learning platform designed to address these issues by creating a secure, transparent, and automated ecosystem for academic records and financial aid. We present a hybrid architecture that leverages a high-performance permissioned blockchain, Purechain, to manage trust-critical functions while retaining conventional databases for dynamic content. The system is built around four modular smart contracts: IdentityRegistry, AcademicManager, EduToken, and ScholarshipFactory. The key innovation is the programmatic linkage between on-chain academic performance and automated scholarship disbursement, enabling a trustless, unbiased, and efficient financial aid model.
The advancement of digital technologies has created new possibilities for international education. For example, fine-tuned and well-regulated artificial intelligence (AI) can lower language barriers and provide personalized learning and advising experiences. Also, virtual scenarios developed through mixed reality technology can ensure a smooth transition for incoming study abroad students. Lastly, the broader adoption of non-fungible tokens (NFTs) can shift the paradigm of trans-national admission and student advising. This is because the underlying technology of NFT – blockchain – enables forgery-resistant document verification and record-keeping processes. On the other hand, the development of new technologies also challenges current American student visa regulations. For instance, with the increased number of AI-integrated academic programs, the Classification of Instructional Programs (CIP) code list will need to be updated. This will allow more international students to be eligible for the science, technology, engineering, and mathematics (STEM) Optional Practical Training (OPT) extension. Additionally, as metaverse classes offer immersive learning experiences that are not limited to space and time, current full course-of-study regulations need to be clarified. The clarified regulation should address how many virtual reality classes international students can take to comply with the full course-of-study regulations. Finally, the emergence of NFTs urges further guidance on cryptocurrency and student employment. Existing Practical Training programs do not include guidelines on how earning digital currency could impact foreign students’ visa status.
D. Chandravathi, M. Swetha, S.K. Khaja Shareef, Apathi Haripriya · 6 authors
Mass adoption of online learning and remote assessment has created significant challenges to maintaining exam integrity, verifying examinees, and ensuring veracity in scores. Existing solutions are frequently not based on consistent and robust validation mechanisms, and it is easy to commit impersonation, cheating and manipulation of the results. This research proposes deployment of a blockchain-based trust architecture to improve security in online examination systems by using smart validation. The primary objective is to create an all-inclusive system that ensures the veracity of exam takers and the validity of exam records when integrating biometric, behavioral, and the use of smart contract automation. We created a dataset of 50 scenarios from exams that included real world elements (face match confidence, keystroke patters, gaze tracking difference, device information and time logs). Deep learning algorithms were used on the dataset for session classification while dynamic validation criteria were applied by smart contracts and a private Ethereum blockchain for validated results maintained. Four main methods were applied to review the proposed model: rule-based logic, random forest, logistic regression and support vector machine (SVM) models. The outcome showed that the proposed technique gave an accuracy of 92%, an F1-score of 0.92 and a ROC-AUC of 0.95 which is lower than the other approaches. By examining confusion matrices and performing statistical tests, it was proved that the suggested model is both robust and generalizable and it has an unbelievably low p-value of 1.95 × 10−20in comparison with the weakest baseline. This research offers a scalable framework for handling e-proctored high stakes assessments, which is secure and auditable to overcome the current limitations and advances reliable digital educational platforms.
Academic integrity and plagiarism
Intelligent Tutoring Systems and Adaptive Learning
Alexia Marcu, Flavia Antăluţe, Adrian Alexandrescu
In response to the growing demand for secure, transparent, and adaptive digital education systems, this paper presents a novel decentralized platform that redefines how learning outcomes are assessed, stored, and certified. The proposed architecture integrates blockchain technology, dynamic non-fungible tokens (dNFTs), and artificial intelligence to establish a verifiable and learner-centric educational ecosystem. Decentralized storage is handled via InterPlanetary File System (IPFS), secured through hybrid encryption and controlled access, ensuring that sensitive data such as assessments and performance records remain both confidential and tamper-proof.A distinctive feature of the platform is the use of dynamic dNFTs to represent and continuously update each learner’s academic progress. Unlike static certificates, these credentials evolve as students complete assessments and advance through course material, offering a transparent and verifiable record of learning achievements anchored on the blockchain. Each dNFT encodes metadata such as course names, skill levels, and timestamps, ensuring long-term integrity and resistance to tampering. Complemented by an AI module for personalized test generation, this model replaces traditional certification with an adaptive, decentralized alternative that enhances trust, autonomy, and credential portability across educational and professional domains.
The rapid advancement of artificial intelligence (AI) and large language models (LLMs) is profoundly reshaping higher education, shifting from institution-centered paradigms to learner-centric personalized learning environments (PLEs). However, PLEs face critical challenges in identity management, including data breaches, unauthorized access, and interoperability barriers, which undermine security and trust. This study proposes the Blockchain-based Student Identity Management System (BSIMS), a conceptual model integrating blockchain technology, xAPI standards, and OAuth2 protocols to uphold confidentiality, integrity, availability, authenticity, and non-repudiation (CIAAN) principles. Grounded in the Technology Acceptance Model (TAM) and Information Systems Success Model (ISSM), BSIMS was validated through mixed-methods research involving 90 students and 16 experts from five Yunnan Province universities. Results demonstrate BSIMS' superiority in user satisfaction (explaining 81.7% variance), CIAAN performance (M=4.58 vs. 3.18 for traditional systems, p<0.001), and reliability (zero downtime, 0.3 ms response time). Ethical and legal implications, such as immutability conflicts with privacy rights, are addressed via zero-knowledge proofs and off-chain storage. BSIMS offers a scalable framework for secure PLEs, advancing educational informatization in Yunnan and beyond.
Online examinations that companies rely on more frequently have made traditional centralized Learning Management Systems (LMS) vulnerable to security threats and authentication problems and result manipulation issues. The place of storing examination data in a central location creates risks for intentional changes which compromises the process fairness as well as integrity. Currently deployed blockchain solutions are ineffective because they fail to deliver both economical solutions and scalable systems that work well with AI proctoring functions. This study introduces the BlockchainBased Examination Framework (BEF) as an integrated system which unites multi-LMS operation with blockchain-based safe storage along with AI-powered examination surveillance features for real-time academic dishonesty discovery. The system utilizes Ethereum together with Hyperledger Fabric and Solana blockchains to guarantee result security and activates Zero-Knowledge Proofs (ZKP) and ECDSA signatures for authentication privacy and implements AI models for live examination monitoring. A thorough examination analyzed speed and scalability and financial efficiency together to evaluate these aspects of the three platform frameworks. Solana demonstrates superior performance through its$\mathbf{6 5, 0 0 0}$Transactions Per Second along with its affordable transaction fee of $0.00025 that makes it the best scalable and efficient choice. The AI-proctoring system demonstrated a 97.8% accuracy level together with a$\mathbf{2. 2 \%}$false positive error rate which improved examination security. The research demonstrates blockchain implementation as a critical enhancement for exam security as well as transparency levels. The future project will concentrate on Ethereum Layer-2 scaling alongside deep learning improvements to AI proctoring systems for better cost reduction and flexibility.
Shahnawaz Ahmad, Mohammed Wasid, Shahadat Hussain, Sana Shahab · 5 authors
The convergence of the Internet of Things (IoT) and blockchain technologies has revolutionised several industries by enabling secure, decentralised, and intelligent solutions for managing large-scale data and automated decision-making systems. IoT allows devices to interconnect and share data, but issues such as security, trust, and data integrity become more critical as the network grows. Blockchain with distributed ledger and no alterable data storage provides a very strong solution to these challenges by providing transparency an1d security. In addition, intelligent learning models such as artificial intelligence, machine learning, and deep learning techniques can enhance efficient data analysis, pattern recognition, and self-learning IoT networks. This chapter recognises the compatibility of IoT and blockchain, the advantages and issues of integrating, and how the intelligent learning models would employ it for enhanced usage. A discussion of the key challenges and limitations, research implications, and trends and developments in the blockchain-IoT integration area is also presented.
This article analyzes the possibilities of developing an adaptive learning model based on Web3 technologies (blockchain, smart contracts, tokenization, and decentralized applications) and implementing it in the higher education system. The study used mathematical modeling and systems analysis techniques to provide a learning experience tailored to the individual needs of students. The model provides for a correspondence between the level of knowledge of students and the complexity of educational materials, updating the level of knowledge based on a Bayesian model, storing assessment results on a blockchain network, and an incentive system through tokens. The experimental results showed that the Web3-based adaptive learning system increased the level of mastery by 18% and motivation indicators by 22%. Also, transparency in assessment and timely feedback mechanisms have built student confidence.
Fei Ren, Bo Zhao, Jun Wang, Juxiang Zhou · 5 authors
With the rapid development of information technology, blended learning has become a crucial aspect of modern education. However, the fragmented use of various teaching platforms, such as Xuexitong and Rain Classroom, has led to the dispersion of teaching data. This not only increases the cognitive load on teachers and students but also hinders the systematic recording of teaching activities and learning outcomes. Moreover, existing blended learning evaluation systems exhibit significant shortcomings in large-scale data storage and secure sharing. To address these issues, this study designs a blended teaching evaluation management system based on blockchain and searchable encryption. First, an on-chain and off-chain collaborative storage model is established using the Ethereum blockchain and the InterPlanetary File System (IPFS) to ensure secure and large-scale storage of student work data. Next, a role-based access control scheme utilizing smart contracts is proposed to effectively prevent unauthorized access. Simultaneously, a searchable encryption scheme is designed using AES-CBC-256 and SHA-256 algorithms, enabling data sharing while safeguarding data privacy. Additionally, the smart contract comprehensively records students’ grade information, including weekly regular scores, midterm scores, final scores, overall scores, and their rankings, ensuring transparency in the evaluation process. Based on these technical solutions, a general-purpose teaching evaluation management system (B-Education) is developed. The experimental results demonstrate that the system accurately records teaching activities and learning outcomes, improving the transparency of teaching evaluations while ensuring data security and privacy. The system’s gas consumption remains within a reasonable range, demonstrating good flexibility and usability. Educational institutions can flexibly configure course evaluation criteria and adjust the weighting of various grades based on their specific needs. This study provides an innovative solution for blended teaching evaluation, offering significant theoretical value and practical implications.
This study addresses the substantial gap in the academic literature on blockchain technology literacy by proposing a Blockchain Technology Literacy Test (BTLT). Through a comprehensive literature review of eight databases, only nine publications with limited focus on blockchain technology literacy were identified. The inconsistency in definitions and predominant emphasis on cryptocurrency literacy further complicate the development of standardized assessments. Based on the results of the literature review and the development of the BTLT, with a focus on terms and technological aspects, an updated list of cryptocurrency literacy questions was proposed as the Cryptocurrency Literacy Test (CLT) to avoid duplications and redundancy in the assessment of relevant blockchain technology and cryptocurrency-related knowledge. The BTLT and CLT aim to distinguish between blockchain technology and cryptocurrency literacy, thereby ensuring comprehensive and accurate assessments. The findings emphasize the need for clear definitions and frameworks within the blockchain ecosystem and call for expanded research to include emerging applications, such as DeFi, DeSci, DAOs, and Web3. This study provides a foundation for future educational efforts and literacy assessments in blockchain technology and cryptocurrencies.
The attitude of teachers has a powerful influence on whether or not they will adopt a new technology. How much that technology helps the teacher do their job is a key determinant of their attitude. Exploratory research was done to discover the preferences of university lecturers for a novel cryptocurrency token (NCCT) which focuses on education and is intended to increase student motivation. Working in both public and private universities in Vietnam, responding teachers participated in unstructured interviews, then in structured interviews with open responses, and finally in structured interviews with closed response options. Responses show that 57% of university lecturers in Vietnam are either interested or very interested in being able to utilize this NCCT to motivate their students to change behavior. The top behaviors that educators wish to change include doing homework, preparing before class, and asking and answering questions during class time. This focus on in-class behavior could be intended to improve the sense of agency felt by students. In a previous study, students reported they would change their behavior in order to receive these NCCTs so there is reason to believe the teachers’ efforts would be successful if they had access to an NCCT like the one described herein.
Yerramsetti Sri Uday Kiran Sai Mahesh, Velagapudi Rohith, Vennam Srinivas Reddy, Mrs. B. Ratnamala · 5 authors
The Student Document Management System based on Ethereum Blockchain is a revolutionary project aimed at improving the efficiency and security of document management in educational institutions. With the increasing digitization of student records and the need for reliable verification and authentication mechanisms, this system harnesses the power of blockchain technology to address these challenges. By leveraging the Ethereum blockchain, the system ensures immutability, transparency, and decentralization of student documents. Each document is securely stored on the blockchain, making it tamper-proof and resistant to unauthorized modifications. Smart contracts are used to automate document verification processes, reducing administrative overhead and eliminating the potential for human error. Furthermore, the system provides students with complete control over their documents, allowing them to securely share them with institutions, potential employers, or any relevant parties. The decentralized nature of the blockchain ensures that documents can be accessed from anywhere, at any time, without reliance on a central authority. In summary, the Student Document Management System based on Ethereum Blockchain revolutionizes the way student records are managed, providing enhanced security, efficiency, and transparency.
Айвар Сахипов, Talgat Baidildinov, Madina Yermaganbetova, Nurzhan Ualiyev
This paper presents an in-depth examination of the development and implementation of an innovative platform for teacher professional development, incorporating features of blockchain technology. The platform manifests a revolutionary step in enhancing teacher training, creating a secure, transparent, and decentralized approach for maintaining continuous professional development records. Using blockchain's inherent properties, the platform ensures immutable record-keeping and instills credibility in teachers' career progression, empowering educators through direct ownership of their professional development milestones. Additionally, the platform fosters a culture of lifelong learning, encouraging educators to actively engage in their professional growth, while providing reliable evidence of their achievements. Alongside highlighting the design aspects of the platform, the paper delves into potential challenges and solutions associated with the incorporation of blockchain technology into educational contexts. Through this innovative intersection of technology and education, the platform showcases the potential of blockchain in reshaping and enriching professional development strategies for teachers, thereby elevating educational standards and practices across the board.
Blockchain technology is a distributed database with features such as no forgery, full traceability, openness, and transparency which is superior in establishing trust mechanisms and brings new opportunities for finance, healthcare, technology, and education. As a required course of all universities in China, College English has a large demographic covering millions of students. But the traditional EFL summative assessment model fails to fully reflect the L2 learner&rsquo;s learning process and increment performance. The current paper focuses on the novel applications of blockchain in the educational domain and how blockchain technology reshapes the EFL Formative Assessment framework in the consensus mechanism to achieve a decentralized and highly trusted learning process record and evaluation. This innovative approach aims at improving the openness, transparency, and fairness of the EFL learning process by recording and monitoring the teachers&rsquo; and students&rsquo; behaviors. The research findings of this paper provide preliminary exploration for L2 evaluation and supply some inspiration to policymakers, EFL practitioners, and technology developers about the potential usages of digital credentials anchored on blockchains.
The Metaverse denotes the evolution to the next generation Internet also called Web3 or post-reality universe. Resulting from a convergence of several technologies such as artificial intelligence, blockchain, Internet of Things, 5G and 6G networks, technologies for AR, VR, MR, and head-mounted end devices, a new 3D version of the Internet is emerging. The convergence of these technologies enables new opportunities for 3D and virtual-world-based education with immersive, but also haptic experiences and better connections between the real and virtual world. This paper defines and characterizes the Metaverse and summarizes emerging chances and opportunities for higher education based on an analysis of recent literature.
Parul Agarwal, Sheikh Mohammad Idrees, Ahmed J. Obaid
Technology has impacted every field of life, and Education sector is no exception. It has seen seismic changes off-late. The traditional classroom teaching-learning process involved teachers and students using the black-board approach. But, the past years have seen a change in dynamics of this process. Technology has crept in and has profoundly changed it for better. On one hand, when traditional classrooms had teachers, students and books as players, the current classroom has teachers, students, robots, e-books, laptops and books as the players. Today’s classrooms have enabled the teaching-learning process cross boundaries in the form of e-lectures and tutorials. Massive amount of Information is readily available for the process. Also, a shift from “Teacher-centric” to “Student Centric” can be seen in the current scenario. Several technologies have been key-players in revolutionizing the education sector, but the focus of this paper is concentrated in exploiting the applications of Blockchain and IoT in the sector and identifying the areas where they prove to be beneficial. An extensive literature survey shall be done to understand, and identify how these technologies are a solution to major educational problems. The teaching learning process needs to be understood with respect to various parameters: change in process, change in players, change in outcomes derived, and others. The associated challenges shall also be identified. A detailed analysis of these enables us to conclude that these technologies, can revolutionize the education sector for better in future, particularly Blockchain is young, but, owing to the benefits derived from it, further research and adoption shall for surely change the teaching-learning process.
The study of online higher education learning and academic achievement has increasingly emphasized self-regulated learning (SRL). Few studies so far have investigated the blockchain-based learning management system (LMS) and adaptive SRL intervention in online higher education. This paper aimed to develop a blockchain-enabled LMS as a metacognitive tool in online higher education with SRL adaptive intervention (AI) to improve planning, monitoring, collaboration, zone of proximal development (ZPD), scaffolding, and reflection towards self-regulation development and learning achievement. To do that, based on the benchmark data of 33 English Language Teaching (ELT) Master of Art (MA) students, the blockchain-based LMS is developed that provided three phases of planning, action, and reflection SRL AI throughout the online programme. Data were collected quantitatively by utilizing SRL pre – and post-test questionnaire which were analysed along the t-test and qualitatively by adopting reflective essays which were analysed through the content analysis method. The findings of the study revealed that the blockchain-based SRL intervention online programme had provided opportunities for MA candidates to develop their SRL skills in realistic goal setting, and their self-monitoring, self-reflection, self-awareness through coaching/judging, ZPD, and collaboration.
Writing skripsi is an obligatory scientific work for students at the last semester at English education study program of IKIP Gunungsitoli. It is done through a research. The research is conducted based on a certain research design. Teacher-researcher did a research to describe what article errors done by the students, how many times the students are writing article errors and why the students cannot revise the article errors successfully particularly in Chapter I. The data source was from the three skripsi done by three students who graduated faster, 3 years and half. As the research findings, the teacher-researcher found there were three kinds of article errors done by the three students in their skripsi in Chapter I namely indefinite article (a, an), definite article (the) and zero article. It’s concluded that the article errors which were done by the three students who wrote their skripsi are indefinite articles (a, an), definite article (the) and zero article, the three students write article errors as 34 times of 27 sentences and the three students cannot revise the article errors successfully because lack of knowledge of using articles as well as lack of attention to find out proof readers to make better papers.