We have designed entirely new fully-online interactive courses in response to this.
In other courses, where we have e.g. 640 local students and 10 online, they need to sit the same test for it to be fair.
So instead you'd rather waste money on a barely-functional piece of software that actively invades your students' privacy?
When that software is required to be installed on private machines and is difficult to remove, yes, it absolutely does make things worse.
I'm a student who takes special care about the software I install on my laptop. I use a Linux distro, run primarily open-source software, and sandbox every single proprietary app (limited access to files, no admin at all, no screen recording, disabled webcam, ...). I've also looked into several of these exam spyware tools (you really are forcing students to install spyware), and they're built with often hilariously poor security practices.
Which is to say nothing of the regularly stolen source code; If you held the exam spyware solutions to the same standards that you held students to, you would write up almost every single vendor to the Academic Integrity office. Another example of hypocrisy in academia from the perspective of a disgruntled student.
I deliberately do not install any video games with invasive anti-cheating functionality (and I regularly critique them, like I do for exam spyware); that is a false equivalence anyway, since they don't deal in the same breadth of personally identifiable information (like a permanently saved panorama of my bedroom).
Don't assume all students are the same.
Second, the consent dynamics are wildly different. For a game, its like "you trade this in for fun/relaxation" - and there's always other games that don't spy on you. I play those. With universities, many pulled a fast one and introduced the spyware to students after their tuition is already paid, and said "use it or drop the course". You can't switch universities because one university didn't consider the ethics of spyware; you can switch games much more easily.
Just adjusting your lecturing to online can easily take an additional 2h preparation per lecture, and often takes significantly more, because you have to also adjust all communications and how to make material available. That's even without redesigning the course for online learning. I know a lot of colleagues who got very overworked, because of the increased demand on teachers during the pandemic.