CyberAGENTS: Structured Autonomy for Agentic Gamified Learning in Cybersecurity

• URL: http://arxiv.org/abs/2608.07965v1
• Date: Sat, 08 Aug 2026 06:59:45 GMT
• Title: CyberAGENTS: Structured Autonomy for Agentic Gamified Learning in Cybersecurity
• Abstract summary: Gamification is especially effective in learning domains requiring active problem-solving and iterative skill-building.<n>Generative AI agents offer a path to delivering such experiences adaptively at scale, but introduce well-documented risks in educational settings.<n>We present model, an agentic framework for gamified cybersecurity learning.
• Score: 9.5902083024001
• License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
• Abstract: Gamification is especially effective in learning domains requiring active problem-solving and iterative skill-building, such as cybersecurity education. Generative AI agents offer a path to delivering such experiences adaptively at scale, but introduce well-documented risks in educational settings: inconsistent behavior, hallucinated reasoning, and misalignment with pedagogical frameworks. Grounding these systems in learning science is therefore essential. We present \model, an agentic framework for gamified cybersecurity learning that enables structured autonomy through ontology-guided validation, schema-governed behavioral control, and competency-based progression. The system is organized around a competency-based progression model that structures topics by difficulty and prerequisite relationships, reflecting evidence-based principles of scaffolded instruction. The learning loop is decomposed into four specialized agents: challenge, support, evaluation, and reward, each governed by behavioral schemas that encode operational modes and progression logic, bounding agent autonomy without eliminating generative flexibility. A cybersecurity ontology validates all generated content prior to display, enforcing domain-consistent reasoning and safety constraints. We evaluate CyberAgents through classroom deployment with undergraduate students, complemented by expert evaluations from educators and domain specialists. Results indicate improved engagement, clearer feedback interpretation, and greater learner trust in AI-generated responses when behavioral schemas and ontology validation are active. Preliminary comparisons with an unconstrained configuration further support the role of structured control in stabilizing instructional behavior. These findings offer a blueprint for designing pedagogically grounded agentic gamified learning systems.

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