CyberAGENTS: Structured Autonomy for Agentic Gamified Learning in Cybersecurity

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.

Towards Pedagogically Aligned LLM Tutors for Math Mistake Remediation

Large language models have strong potential for use in intelligent tutoring systems, but they often fail to follow effective pedagogical strategies, such as guiding students without revealing final answers. We study the application of a two-stage alignment pipeline for math mistake remediation, combining supervised fine-tuning on tutoring dialogs with Direct Preference Optimization on synthetic preference pairs. We construct a dataset that integrates existing tutoring corpora with synthetic data generated along pedagogical dimensions, such as scaffolding and factuality, and study different input configurations that incorporate solution correctness and gold answers. Experiments show that this approach improves both factual accuracy and pedagogical quality over base models and existing tutoring models. Human evaluation further indicates that our best model is competitive with a strong proprietary baseline, while providing additional benefits in terms of openness, transparency, and reproducibility. Our results highlight the effectiveness of preference-based pedagogical alignment, while also revealing challenges in reliably evaluating tutoring quality.