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... contract: Members can transact with one another without the use of a reliable third party thanks to smart contracts [10]. (Fig. 2). The remaining paper is structured as follows: Section II discusses the inspiration and contributions, and section III includes a review of the existing literature. Sections IV and V have made reference to the implementation and Results. Section VI contains the conclusion and future ...
Citations
... Several studies [SLR1], [SLR2], [SLR3], [SLR4], [SLR5] investigated the integration of blockchain in Massive Open Online Course (MOOC) platforms to enable stakeholders, such as students, faculty, and administrative staff, to upload lecture videos, engage in discussions, take notes, evaluate students, and evaluate courses. Additionally, Navya et al. [SLR6] proposed using virtual coins to stimulate student participation in online classes, allowing them to use earned virtual currencies to pay fees or purchase other university resources. Data Management. ...
... These platforms employ smart contracts that can initiate a series of actions on the occurrence of predefined conditions. Different studies [SLR16], [SLR18], [SLR6], [SLR8], [SLR11] have shown a similar architecture comprising three main layers: (1) Application Layer, (2) Communication Layer, and (3) Data Storage. The topmost layer contains the procedures for developing the graphical user interface. ...
... It contains all the procedures for developing smart contracts using the Go programming language, consensus algorithms to validate the inserted blocks, and Peer-to-Peer network protocols. As a matter of fact, the Ethereum protocol and architecture focus on smart contracts, which are to verbalize academic grades [SLR11] and reward students who participate in classes [SLR8] using cryptocurrencies [SLR6]. As a final note, Kerr et al. [SLR3] uses the same architecture but aims to replace current MOOC platforms and divides the storage layer into Infuria IPFS, Blockchain Ethereum, and MongoDB. ...
In the era of social distancing, distance learning represents a crucial educational challenge. Several 2D information technologies have been provided, yet these share multiple limitations and have negative social, educational, and psychological implications for learners. Metaverse promises to revolutionize education as we know it: this is a persistent, virtual, three-dimensional environment that is supposed to address most of the limitations of 2D information technologies. Nonetheless, there are still software engineering challenges to face to enable such a metaverse, especially when turning to software security and privacy. In this paper, we aim at performing the first steps toward an improved understanding of the security perspective of educational metaverse, by analyzing how blockchain can be employed within educational environments and how applications may be designed. Our ultimate goal is to provide insights into how blockchain can be further tailored in the context of educational metaverse. We conduct a systematic literature review, which targets 21 primary studies. The key findings of the study showcase the use of blockchain in 3 educational tasks, other than describing the blockchain design approaches, which protocol they commonly use and the associated limitations. We conclude by developing a conceptualization of a blockchain-based educational metaverse.
