Safe Exam Browser (SEB) in Digital Examinations: Supporting Students’ Academic Integrity in Secondary Education
DOI:
10.70211/disolife.v2i1.736Published:
2026-06-30Downloads
Abstract
Digital examinations improve efficiency and accessibility, but maintaining fairness and academic integrity remains challenging. This study examined the association between students’ perceptions of Safe Exam Browser (SEB) implementation and their self-reported academic integrity, as well as the challenges encountered during SEB-based examinations in secondary education. A quantitative correlational survey was conducted with 136 Grade 10 students at SMA Muhammadiyah 2 Sidoarjo. A 15-item, four-point Likert-type questionnaire assessed perceived SEB implementation, examination-related academic integrity, and implementation challenges. Data were analyzed using descriptive statistics, internal consistency analysis, residual normality and linearity tests, and simple linear regression. The overall mean was 2.592 for SEB implementation and 3.243 for academic integrity. Regression analysis indicated a significant positive association (R = .589, R² = .347, p < .001), with perceived SEB implementation accounting for 34.7% of the variance in academic integrity. Internet connectivity (n = 99; 72.79%) and technical application issues (n = 88; 64.71%) were the most frequently reported challenges. These findings indicate that SEB can support controlled examination conditions when paired with adequate infrastructure, technical preparation, supervision, and sustained academic integrity education. Because this single-school study used a nonexperimental, self-report design, its findings should be interpreted as associative rather than causal.
Keywords:
Safe Exam Browser academic integrity digital assessment online examination secondary educationReferences
[1] A. Fink, C. Spoden, and A. Frey, “Determinants of higher education teachers’ intention to use technology-based exams,” Educ. Inf. Technol., vol. 28, pp. 6485–6513, 2023. Available: https://doi.org/10.1007/s10639-022-11435-4 DOI: https://doi.org/10.1007/s10639-022-11435-4
[2] K. R. Pillai, P. Upadhyaya, A. V. Prakash, et al., “End-user satisfaction of technology-enabled assessment in higher education: A coping theory perspective,” Educ. Inf. Technol., vol. 26, pp. 3677–3698, 2021. Available: https://doi.org/10.1007/s10639-020-10401-2 DOI: https://doi.org/10.1007/s10639-020-10401-2
[3] R. Babo, R. Fitas, and J. Suhonen, “WebAVALIA: analysis of students’ opinions and experiences using an e-assessment tool in collaborative learning,” Educ. Inf. Technol., vol. 29, pp. 10677–10705, 2024. Available: https://doi.org/10.1007/s10639-023-12220-7 DOI: https://doi.org/10.1007/s10639-023-12220-7
[4] G. Yavuz Temel, J. Barenthien, and T. Padubrin, “Using Jupyter Notebooks as digital assessment tools: An empirical examination of student teachers’ attitudes and skills towards digital assessment,” Educ. Inf. Technol., vol. 30, pp. 18621–18650, 2025. Available: https://doi.org/10.1007/s10639-025-13507-7 DOI: https://doi.org/10.1007/s10639-025-13507-7
[5] M. Estaji, Z. Banitalebi, and G. T. L. Brown, “The key competencies and components of teacher assessment literacy in digital environments: A scoping review,” Teach. Teach. Educ., vol. 141, Art. no. 104497, 2024. Available: https://doi.org/10.1016/j.tate.2024.104497 DOI: https://doi.org/10.1016/j.tate.2024.104497
[6] E. Huber, L. Harris, S. Wright, et al., “Towards a framework for designing and evaluating online assessments in business education,” Assess. Eval. High. Educ., vol. 49, no. 1, pp. 102–116, 2024. Available: https://doi.org/10.1080/02602938.2023.2183487 DOI: https://doi.org/10.1080/02602938.2023.2183487
[7] P. Dawson, K. Nicola-Richmond, and H. Partridge, “Beyond open book versus closed book: a taxonomy of restrictions in online examinations,” Assess. Eval. High. Educ., vol. 49, no. 2, pp. 262–274, 2024. Available: https://doi.org/10.1080/02602938.2023.2209298 DOI: https://doi.org/10.1080/02602938.2023.2209298
[8] H. R. Slack and M. Priestley, “Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being,” Assess. Eval. High. Educ., vol. 48, no. 3, pp. 333–349, 2023. Available: https://doi.org/10.1080/02602938.2022.2076804 DOI: https://doi.org/10.1080/02602938.2022.2076804
[9] M. Henderson, J. Chung, R. Awdry, et al., “Factors associated with online examination cheating,” Assess. Eval. High. Educ., vol. 48, no. 7, pp. 980–994, 2023. Available: https://doi.org/10.1080/02602938.2022.2144802 DOI: https://doi.org/10.1080/02602938.2022.2144802
[10] P. Alin, A. Arendt, and S. Gurell, “Addressing cheating in virtual proctored examinations: toward a framework of relevant mitigation strategies,” Assess. Eval. High. Educ., vol. 48, no. 3, pp. 262–275, 2023. Available: https://doi.org/10.1080/02602938.2022.2075317 DOI: https://doi.org/10.1080/02602938.2022.2075317
[11] P. M. Newton and K. Essex, “How common is cheating in online exams and did it increase during the COVID-19 pandemic? A systematic review,” J. Acad. Ethics, vol. 22, pp. 323–343, 2024. Available: https://doi.org/10.1007/s10805-023-09485-5 DOI: https://doi.org/10.1007/s10805-023-09485-5
[12] S. Han, S. Nikou, and W. Y. Ayele, “Digital proctoring in higher education: a systematic literature review,” Int. J. Educ. Manag., vol. 38, no. 1, pp. 265–285, 2024. Available: https://doi.org/10.1108/IJEM-12-2022-0522 DOI: https://doi.org/10.1108/IJEM-12-2022-0522
[13] S. Mukherjee, B. Rohles, V. Distler, G. Lenzini, and V. Koenig, “The effects of privacy-non-invasive interventions on cheating prevention and user experience in unproctored online assessments: An empirical study,” Comput. Educ., vol. 207, Art. no. 104925, 2023. Available: https://doi.org/10.1016/j.compedu.2023.104925 DOI: https://doi.org/10.1016/j.compedu.2023.104925
[14] A. Reedy, D. Pfitzner, L. Rook, et al., “Responding to the COVID-19 emergency: student and academic staff perceptions of academic integrity in the transition to online exams at three Australian universities,” Int. J. Educ. Integr., vol. 17, Art. no. 9, 2021. Available: https://doi.org/10.1007/s40979-021-00075-9 DOI: https://doi.org/10.1007/s40979-021-00075-9
[15] Z. R. Khan, S. Sivasubramaniam, P. Anand, et al., “‘e’-thinking teaching and assessment to uphold academic integrity: lessons learned from emergency distance learning,” Int. J. Educ. Integr., vol. 17, Art. no. 17, 2021. Available: https://doi.org/10.1007/s40979-021-00079-5 DOI: https://doi.org/10.1007/s40979-021-00079-5
[16] S. Y. Almossa and S. M. Alzahrani, “Lessons on maintaining assessment integrity during COVID-19,” Int. J. Educ. Integr., vol. 18, Art. no. 19, 2022. Available: https://doi.org/10.1007/s40979-022-00112-1 DOI: https://doi.org/10.1007/s40979-022-00112-1
[17] K. Sevnarayan and K. B. Maphoto, “Exploring the dark side of online distance learning: cheating behaviours, contributing factors, and strategies to enhance the integrity of online assessment,” J. Acad. Ethics, vol. 22, pp. 51–70, 2024. Available: https://doi.org/10.1007/s10805-023-09501-8 DOI: https://doi.org/10.1007/s10805-023-09501-8
[18] C. Campbell and L. Waddington, “Academic integrity strategies: student insights,” J. Acad. Ethics, vol. 22, pp. 33–50, 2024. Available: https://doi.org/10.1007/s10805-024-09510-1 DOI: https://doi.org/10.1007/s10805-024-09510-1
[19] G. Kadayam Guruswami, S. Mumtaz, A. Gopakumar, E. Khan, F. Abdullah, and S. K. Parahoo, “Academic integrity perceptions among health-professions’ students: A cross-sectional study in the Middle East,” J. Acad. Ethics, vol. 21, pp. 231–249, 2023. Available: https://doi.org/10.1007/s10805-022-09452-6 DOI: https://doi.org/10.1007/s10805-022-09452-6
[20] A. Mejía and M. F. Garcés-Flórez, “What do we mean by academic integrity?” Int. J. Educ. Integr., vol. 21, Art. no. 1, 2025. Available: https://doi.org/10.1007/s40979-024-00176-1 DOI: https://doi.org/10.1007/s40979-024-00176-1
[21] C. A. Kier and C. Ives, “Recommendations for a balanced approach to supporting academic integrity: perspectives from a survey of students, faculty, and tutors,” Int. J. Educ. Integr., vol. 18, Art. no. 22, 2022. Available: https://doi.org/10.1007/s40979-022-00116-x DOI: https://doi.org/10.1007/s40979-022-00116-x
[22] M. Davis, “Examining and improving inclusive practice in institutional academic integrity policies, procedures, teaching and support,” Int. J. Educ. Integr., vol. 18, Art. no. 14, 2022. Available: https://doi.org/10.1007/s40979-022-00108-x DOI: https://doi.org/10.1007/s40979-022-00108-x
[23] D. DiPaulo, “Do preservice teachers cheat in college, too? A quantitative study of academic integrity among preservice teachers,” Int. J. Educ. Integr., vol. 18, Art. no. 2, 2022. Available: https://doi.org/10.1007/s40979-021-00097-3 DOI: https://doi.org/10.1007/s40979-021-00097-3
[24] Z. Hossain, “University freshmen recollect their academic integrity literacy experience during their K-12 years: results of an empirical study,” Int. J. Educ. Integr., vol. 18, Art. no. 4, 2022. Available: https://doi.org/10.1007/s40979-021-00096-4 DOI: https://doi.org/10.1007/s40979-021-00096-4
[25] Z. Hossain, Ö. Çelik, and C. Hertel, “Academic integrity and copyright literacy policy and instruction in K-12 schools: a global study from the perspective of school library professionals,” Int. J. Educ. Integr., vol. 20, Art. no. 4, 2024. Available: https://doi.org/10.1007/s40979-024-00150-x DOI: https://doi.org/10.1007/s40979-024-00150-x
[26] Z. R. Khan, J. Priya, and C. Tuffnell, “Culture of integrity—institutional response to integrity during COVID-19,” Int. J. Educ. Integr., vol. 18, Art. no. 27, 2022. Available: https://doi.org/10.1007/s40979-022-00118-9 DOI: https://doi.org/10.1007/s40979-022-00118-9
[27] Y. Eshet, P. Steinberger, and K. Grinautsky, “Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning,” Int. J. Educ. Integr., vol. 18, Art. no. 23, 2022. Available: https://doi.org/10.1007/s40979-022-00117-w DOI: https://doi.org/10.1007/s40979-022-00117-w
[28] A. Pokorny, C. J. Ballen, A. G. Drake, et al., “‘Out of my control’: science undergraduates report mental health concerns and inconsistent conditions when using remote proctoring software,” Int. J. Educ. Integr., vol. 19, Art. no. 22, 2023. Available: https://doi.org/10.1007/s40979-023-00141-4 DOI: https://doi.org/10.1007/s40979-023-00141-4
[29] M. Alguacil, N. Herranz-Zarzoso, J. C. Pernías, et al., “Academic dishonesty and monitoring in online exams: a randomized field experiment,” J. Comput. High. Educ., vol. 36, pp. 835–851, 2024. Available: https://doi.org/10.1007/s12528-023-09378-x DOI: https://doi.org/10.1007/s12528-023-09378-x
[30] C. Mutimukwe, O. Viberg, C. McGrath, et al., “Privacy in online proctoring systems in higher education: stakeholders’ perceptions, awareness and responsibility,” J. Comput. High. Educ., vol. 38, pp. 732–761, 2026. Available: https://doi.org/10.1007/s12528-025-09461-5 DOI: https://doi.org/10.1007/s12528-025-09461-5
[31] P. Pongchaikul, P. Vivithanaporn, N. Somboon, et al., “Remote online-exam dishonesty in medical school during COVID-19 pandemic: A real-world case with a multi-method approach,” J. Acad. Ethics, vol. 23, pp. 1097–1106, 2025. Available: https://doi.org/10.1007/s10805-024-09571-2 DOI: https://doi.org/10.1007/s10805-024-09571-2
[32] D. A. Rettinger, H. Tatum, A. H. Perry, et al., “MIAMI: development and validation of a revised measure of academic misconduct,” Int. J. Educ. Integr., vol. 20, Art. no. 19, 2024. Available: https://doi.org/10.1007/s40979-024-00167-2 DOI: https://doi.org/10.1007/s40979-024-00167-2
[33] K. A. Packalen and K. Rowbotham, “Clues to fostering a program culture of academic integrity: findings from a multidimensional regression model,” Int. J. Educ. Integr., vol. 20, Art. no. 14, 2024. Available: https://doi.org/10.1007/s40979-024-00163-6 DOI: https://doi.org/10.1007/s40979-024-00163-6
[34] M. P. Goddiksen, A. Allard, A. C. V. Armond, et al., “Integrity games: an online teaching tool on academic integrity for undergraduate students,” Int. J. Educ. Integr., vol. 20, Art. no. 7, 2024. Available: https://doi.org/10.1007/s40979-024-00154-7 DOI: https://doi.org/10.1007/s40979-024-00154-7
[35] C. Slade, G. J. Curtis, and S. Thomson, “Understanding how and why students use academic file-sharing and homework-help websites: implications for academic integrity,” High. Educ. Res. Dev., vol. 43, no. 7, pp. 1586–1601, 2024. Available: https://doi.org/10.1080/07294360.2024.2349290 DOI: https://doi.org/10.1080/07294360.2024.2349290
License
Copyright (c) 2026 Suwidiyanti, Silwana Mumthaza, Burhan Rahmat Auladi, Alful Musrifah
This work is licensed under a Creative Commons Attribution 4.0 International License.
.png)
