MARCIM-WG: A cyber wargame proposal based on math modeling applied in a naval scenario

• URL: http://arxiv.org/abs/2606.12395v1
• Date: Wed, 10 Jun 2026 17:56:53 GMT
• Title: MARCIM-WG: A cyber wargame proposal based on math modeling applied in a naval scenario
• Abstract summary: This paper introduces MARCIM-WG, a learning-oriented maritime cyberdefense wargame designed following the NATO wargaming methodology.<n>The proposal is specified through High-Level Design (HLD) and Low-Level Design (LLD) specifications and instantiated in a fictional maritime cyber crisis scenario.<n>Results show a +34.0 percentage-point improvement in the intervention group, with the largest gains in comprehension-related competencies.
• Score: 0.0
• License: http://creativecommons.org/licenses/by-nc-sa/4.0/
• Abstract: As maritime operations increasingly depend on interconnected digital ecosystems, cyber incidents can propagate across maritime networks and degrade critical services. Strengthening strategic Cyber Situational Awareness (CSA) therefore requires training mechanisms that expose decision-makers to evolving attack dynamics, constrained resources, and the need to align actions with incident-response procedures. This paper introduces MARCIM-WG, a learning-oriented maritime cyberdefense wargame designed following the NATO wargaming methodology and implemented as a hybrid tabletop experience combining a physical board (tokens, indicators, and special cards) with analytically-assisted adjudication supported by a computational simulation model. The proposal is specified through High-Level Design (HLD) and Low-Level Design (LLD) specifications and instantiated in a fictional maritime cyber crisis scenario to enable structured decision cycles, friction, and measurable consequences. Validation combines (i) an operational scenario-based assessment under three configurations (pessimistic, neutral/most likely, optimistic) to verify decision sensitivity and outcome coherence, and (ii) a CSA competency and learning-outcome evaluation using a comparative design against an equivalent control group. Results show a +34.0 percentage-point improvement in the intervention group, with the largest gains in comprehension-related competencies.

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