Nihaarika Agarwal | Searcharxiv

arXiv2026

Do Hackers Dream of Electric Teachers?: A Large-Scale, In-Situ Evaluation of Cybersecurity Student Behaviors and Performance with AI Tutors

To meet the ever-increasing demands of the cybersecurity workforce, AI tutors have been proposed for personalized, scalable education. But, while AI tutors have shown promise in introductory programming courses, no work has evaluated their use in hands-on exploration and exploitation of systems (e.g., ``capture-the-flag'') commonly used to teach cybersecurity. Thus, despite growing interest and need, no work has evaluated how students use AI tutors or whether they benefit from their presence in real, large-scale cybersecurity courses. To answer this, we conducted a semester-long observational study on the use of an embedded AI tutor with 309 students in an upper-division introductory cybersecurity course. By analyzing 142,526 student queries sent to the AI tutor across 396 cybersecurity challenges spanning 9 core cybersecurity topics and an accompanying set of post-semester surveys, we find (1) what queries and conversational strategies students use with AI tutors, (2) how these strategies correlate with challenge completion, and (3) students' perceptions of AI tutors in cybersecurity education. In particular, we identify three broad AI tutor conversational styles among users: Short (bounded, few-turn exchanges), Reactive (repeatedly submitting code and errors), and Proactive (driving problem-solving through targeted inquiry). We also find that the use of these styles significantly predicts challenge completion, and that this effect increases as materials become more advanced. Furthermore, students valued the tutor's availability but reported that it became less useful for harder material. Based on this, we provide suggestions for security educators and developers on practical AI tutor use.

cs.HC↗

arXiv2022

Fairness Score and Process Standardization: Framework for Fairness Certification in Artificial Intelligence Systems

Decisions made by various Artificial Intelligence (AI) systems greatly influence our day-to-day lives. With the increasing use of AI systems, it becomes crucial to know that they are fair, identify the underlying biases in their decision-making, and create a standardized framework to ascertain their fairness. In this paper, we propose a novel Fairness Score to measure the fairness of a data-driven AI system and a Standard Operating Procedure (SOP) for issuing Fairness Certification for such systems. Fairness Score and audit process standardization will ensure quality, reduce ambiguity, enable comparison and improve the trustworthiness of the AI systems. It will also provide a framework to operationalise the concept of fairness and facilitate the commercial deployment of such systems. Furthermore, a Fairness Certificate issued by a designated third-party auditing agency following the standardized process would boost the conviction of the organizations in the AI systems that they intend to deploy. The Bias Index proposed in this paper also reveals comparative bias amongst the various protected attributes within the dataset. To substantiate the proposed framework, we iteratively train a model on biased and unbiased data using multiple datasets and check that the Fairness Score and the proposed process correctly identify the biases and judge the fairness.

cs.CY↗