arXiv subjects

Pavel Čeleda

Publications and source records attributed to Pavel Čeleda.

At least 19 recordsLinked to original sources

arXiv2026

Technology-Enhanced Tabletop Exercises for Cybersecurity Education: Lessons Learned

This innovative practice full paper examines the integration of technology-enhanced tabletop exercises (TTXs) into computing education, focusing on cybersecurity curricula. The motivation is to better prepare students for complex, collaborative problem solving typical of incident response and IT governance, where coordination, communication, and timely decision-making are essential. Although TTXs are well-established in professional practice, they remain underused in universities. We address this gap by augmenting TTX delivery and evaluation through the INJECT Exercise Platform (IXP), a web-based environment that automates scenario flow and enables data-driven assessment. Our practice implements IXP to automatically deliver scenario updates, facilitate team discussions, and collect interaction data to support automated assessment. This combination enhances realism, reduces instructor workload, and provides actionable insight into student learning. From 2024 to 2026, we ran 25 exercises with 743 participants in multiple university courses and extracurricular events. We observed increased engagement and collaboration among students, and clearer visibility for instructors into how teams navigate complex scenarios. This paper shares 24 lessons learned from these exercises. Instructors and curriculum designers may benefit from concrete guidance for integrating technology-enhanced TTXs. We demonstrate that digital TTXs provide a scalable and replicable model for cybersecurity courses and others requiring team-based problem-solving.

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arXiv2026

Assessment in Team Problem-Solving Exercises in Computing Education

This full paper in the research-to-practice track presents methods for assessing student teams in tabletop exercises (TTXs). TTXs enable learner teams to prepare for workplace tasks and practice crisis responses, such as resolving cybersecurity incidents. While assessment is essential for determining how well teams achieve learning objectives, the complex, open-ended nature of TTXs often leads to delayed or incomplete feedback. TTX learning platforms can record teams' actions and communication; yet, leveraging these data to assess performance is underexplored. To address this gap, we compared two post-TTX team assessment methods -- clustering and large language models (LLMs) -- using an original dataset from 81 participants across two countries. We evaluated these methods against instructor-assigned scores based on standardized rubrics. Clustering grouped teams that approached TTX tasks similarly, enabling instructors to deliver faster, targeted feedback to teams within a cluster. This method was valid and reliable, with low computational requirements. LLMs used the standardized rubrics to assess teams' communication. While GPT-4o frequently disagreed with instructor scores, GPT-5.2 demonstrated considerably lower error. The researched methods have been integrated into INJECT, an open-source TTX learning platform, to support scalability and teaching practice. To encourage community adoption, we publicly share all datasets, software tools, and a full-fledged TTX scenario.

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arXiv2025

Detecting Unsuccessful Students in Cybersecurity Exercises in Two Different Learning Environments

This full paper in the research track evaluates the usage of data logged from cybersecurity exercises in order to predict students who are potentially at risk of performing poorly. Hands-on exercises are essential for learning since they enable students to practice their skills. In cybersecurity, hands-on exercises are often complex and require knowledge of many topics. Therefore, students may miss solutions due to gaps in their knowledge and become frustrated, which impedes their learning. Targeted aid by the instructor helps, but since the instructor's time is limited, efficient ways to detect struggling students are needed. This paper develops automated tools to predict when a student is having difficulty. We formed a dataset with the actions of 313 students from two countries and two learning environments: KYPO CRP and EDURange. These data are used in machine learning algorithms to predict the success of students in exercises deployed in these environments. After extracting features from the data, we trained and cross-validated eight classifiers for predicting the exercise outcome and evaluated their predictive power. The contribution of this paper is comparing two approaches to feature engineering, modeling, and classification performance on data from two learning environments. Using the features from either learning environment, we were able to detect and distinguish between successful and struggling students. A decision tree classifier achieved the highest balanced accuracy and sensitivity with data from both learning environments. The results show that activity data from cybersecurity exercises are suitable for predicting student success. In a potential application, such models can aid instructors in detecting struggling students and providing targeted help. We publish data and code for building these models so that others can adopt or adapt them.

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arXiv2024

Cybersecurity Study Programs: What's in a Name?

Improving cybersecurity education has become a priority for many countries and organizations worldwide. Computing societies and professional associations have recognized cybersecurity as a distinctive computing discipline and created specialized cybersecurity curricular guidelines. Higher education institutions are introducing new cybersecurity programs, attracting students to this expanding field. In this paper, we examined 101 study programs across 24 countries. Based on their analysis, we argue that top-ranked universities have not yet fully implemented the guidelines and offer programs that have "cyber" in their name but lack some essential elements of a cybersecurity program. In particular, most programs do not sufficiently cover non-technical components, such as law, policies, or risk management. Also, most programs teach knowledge and skills but do not expose students to experiential learning outside the traditional classroom (such as internships) to develop their competencies. As a result, graduates of these programs may not meet employer expectations and may require additional training. To help program directors and educators improve their programs and courses, this paper offers examples of effective practices from cybersecurity programs around the world and our teaching practice.

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arXiv2024

Identification of Device Dependencies Using Link Prediction

Devices in computer networks cannot work without essential network services provided by a limited count of devices. Identification of device dependencies determines whether a pair of IP addresses is a dependency, i.e., the host with the first IP address is dependent on the second one. These dependencies cannot be identified manually in large and dynamically changing networks. Nevertheless, they are important due to possible unexpected failures, performance issues, and cascading effects. We address the identification of dependencies using a new approach based on graph-based machine learning. The approach belongs to link prediction based on a latent representation of the computer network's communication graph. It samples random walks over IP addresses that fulfill time conditions imposed on network dependencies. The constrained random walks are used by a neural network to construct IP address embedding, which is a space that contains IP addresses that often appear close together in the same communication chain (i.e., random walk). Dependency embedding is constructed by combining values for IP addresses from their embedding and used for training the resulting dependency classifier. We evaluated the approach using IP flow datasets from a controlled environment and university campus network that contain evidence about dependencies. Evaluation concerning the correctness and relationship to other approaches shows that the approach achieves acceptable performance. It can simultaneously consider all types of dependencies and is applicable for batch processing in operational conditions.

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arXiv2024

Cyber Key Terrain Identification Using Adjusted PageRank Centrality

The cyber terrain contains devices, network services, cyber personas, and other network entities involved in network operations. Designing a method that automatically identifies key network entities to network operations is challenging. However, such a method is essential for determining which cyber assets should the cyber defense focus on. In this paper, we propose an approach for the classification of IP addresses belonging to cyber key terrain according to their network position using the PageRank centrality computation adjusted by machine learning. We used hill climbing and random walk algorithms to distinguish PageRank's damping factors based on source and destination ports captured in IP flows. The one-time learning phase on a static data sample allows near-real-time stream-based classification of key hosts from IP flow data in operational conditions without maintaining a complete network graph. We evaluated the approach on a dataset from a cyber defense exercise and on data from the campus network. The results show that cyber key terrain identification using the adjusted computation of centrality is more precise than its original version.

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arXiv2024

From Paper to Platform: Evolution of a Novel Learning Environment for Tabletop Exercises

For undergraduate students of computing, learning to solve complex practical problems in a team is an essential skill for their future careers. This skill is needed in various fields, such as in cybersecurity and IT governance. Tabletop exercises are an innovative teaching method used in practice for training teams in incident response and evaluation of contingency plans. However, tabletop exercises are not yet widely established in university education. This paper presents data and teaching experience from a cybersecurity course that introduces tabletop exercises in classrooms using a novel technology: INJECT Exercise Platform (IXP), a web-based learning environment for delivering and evaluating the exercises. This technology substantially improves the prior practice, since tabletop exercises worldwide have usually been conducted using pen and paper. Unlike in traditional tabletop exercises, which are difficult to evaluate manually, IXP provides insights into students' behavior and learning based on automated analysis of interaction data. We demonstrate IXP's capabilities and evolution by comparing exercise sessions hosted throughout three years at different stages of the platform's readiness. The analysis of student data is supplemented by the discussion of the lessons learned from employing IXP in computing education contexts. The data analytics enabled a detailed comparison of the teams' performance and behavior. Instructors who consider innovating their classes with tabletop exercises may use IXP and benefit from the insights in this paper.

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arXiv2024

Research and Practice of Delivering Tabletop Exercises

Tabletop exercises are used to train personnel in the efficient mitigation and resolution of incidents. They are applied in practice to support the preparedness of organizations and to highlight inefficient processes. Since tabletop exercises train competencies required in the workplace, they have been introduced into computing courses at universities as an innovation, especially within cybersecurity curricula. To help computing educators adopt this innovative method, we survey academic publications that deal with tabletop exercises. From 140 papers we identified and examined, we selected 14 papers for a detailed review. The results show that the existing research deals predominantly with exercises that follow a linear format and exercises that do not systematically collect data about trainees' learning. Computing education researchers can investigate novel approaches to instruction and assessment in the context of tabletop exercises to maximize the impact of this teaching method. Due to the relatively low number of published papers, the potential for future research is immense. Our review provides researchers, tool developers, and educators with an orientation in the area, a synthesis of trends, and implications for further work.

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arXiv2023

Want to Raise Cybersecurity Awareness? Start with Future IT Professionals

As cyber threats endanger everyone, from regular users to computing professionals, spreading cybersecurity awareness becomes increasingly critical. Therefore, our university designed an innovative cybersecurity awareness course that is freely available online for students, employees, and the general public. The course offers simple, actionable steps that anyone can use to implement defensive countermeasures. Compared to other resources, the course not only suggests learners what to do, but explains why and how to do it. To measure the course impact, we administered it to 138 computer science undergraduates within a compulsory information security and cryptography course. They completed the course as a part of their homework and filled out a questionnaire after each lesson. Analysis of the questionnaire responses revealed that the students valued the course highly. They reported new learning, perspective changes, and transfer to practice. Moreover, they suggested suitable improvements to the course. Based on the results, we have distilled specific insights to help security educators design similar courses. Lessons learned from this study are relevant for cybersecurity instructors, course designers, and educational managers.

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arXiv2023

Student Assessment in Cybersecurity Training Automated by Pattern Mining and Clustering

Hands-on cybersecurity training allows students and professionals to practice various tools and improve their technical skills. The training occurs in an interactive learning environment that enables completing sophisticated tasks in full-fledged operating systems, networks, and applications. During the training, the learning environment allows collecting data about trainees' interactions with the environment, such as their usage of command-line tools. These data contain patterns indicative of trainees' learning processes, and revealing them allows to assess the trainees and provide feedback to help them learn. However, automated analysis of these data is challenging. The training tasks feature complex problem-solving, and many different solution approaches are possible. Moreover, the trainees generate vast amounts of interaction data. This paper explores a dataset from 18 cybersecurity training sessions using data mining and machine learning techniques. We employed pattern mining and clustering to analyze 8834 commands collected from 113 trainees, revealing their typical behavior, mistakes, solution strategies, and difficult training stages. Pattern mining proved suitable in capturing timing information and tool usage frequency. Clustering underlined that many trainees often face the same issues, which can be addressed by targeted scaffolding. Our results show that data mining methods are suitable for analyzing cybersecurity training data. Educational researchers and practitioners can apply these methods in their contexts to assess trainees, support them, and improve the training design. Artifacts associated with this research are publicly available.

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arXiv2023

Applications of Educational Data Mining and Learning Analytics on Data From Cybersecurity Training

Cybersecurity professionals need hands-on training to prepare for managing the current advanced cyber threats. To practice cybersecurity skills, training participants use numerous software tools in computer-supported interactive learning environments to perform offensive or defensive actions. The interaction involves typing commands, communicating over the network, and engaging with the training environment. The training artifacts (data resulting from this interaction) can be highly beneficial in educational research. For example, in cybersecurity education, they provide insights into the trainees' learning processes and support effective learning interventions. However, this research area is not yet well-understood. Therefore, this paper surveys publications that enhance cybersecurity education by leveraging trainee-generated data from interactive learning environments. We identified and examined 3021 papers, ultimately selecting 35 articles for a detailed review. First, we investigated which data are employed in which areas of cybersecurity training, how, and why. Second, we examined the applications and impact of research in this area, and third, we explored the community of researchers. Our contribution is a systematic literature review of relevant papers and their categorization according to the collected data, analysis methods, and application contexts. These results provide researchers, developers, and educators with an original perspective on this emerging topic. To motivate further research, we identify trends and gaps, propose ideas for future work, and present practical recommendations. Overall, this paper provides in-depth insight into the recently growing research on collecting and analyzing data from hands-on training in security contexts.

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arXiv2023

Smart Environment for Adaptive Learning of Cybersecurity Skills

Hands-on computing education requires a realistic learning environment that enables students to gain and deepen their skills. Available learning environments, including virtual and physical labs, provide students with real-world computer systems but rarely adapt the learning environment to individual students of various proficiency and background. We designed a unique and novel smart environment for adaptive training of cybersecurity skills. The environment collects a variety of student data to assign a suitable learning path through the training. To enable such adaptiveness, we proposed, developed, and deployed a new tutor model and a training format. We evaluated the learning environment using two different adaptive trainings attended by 114 students of various proficiency. The results show students were assigned tasks with a more appropriate difficulty, which enabled them to successfully complete the training. Students reported that they enjoyed the training, felt the training difficulty was appropriately designed, and would attend more training sessions like these. Instructors can use the environment for teaching any topic involving real-world computer networks and systems because it is not tailored to particular training. We freely released the software along with exemplary training so that other instructors can adopt the innovations in their teaching practice.

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arXiv2022

Current Challenges of Cyber Threat and Vulnerability Identification Using Public Enumerations

Identification of cyber threats is one of the essential tasks for security teams. Currently, cyber threats can be identified using knowledge organized into various formats, enumerations, and knowledge bases. This paper studies the current challenges of identifying vulnerabilities and threats in cyberspace using enumerations and data about assets. Although enumerations are used in practice, we point out several issues that still decrease the quality of vulnerability and threat identification. Since vulnerability identification methods are based on network monitoring and agents, the issues are related to the asset discovery, the precision of vulnerability discovery, and the amount of data. On the other hand, threat identification utilizes graph-based, nature-language, machine-learning, and ontological approaches. The current trend is to propose methods that utilize tactics, techniques, and procedures instead of low-level indicators of compromise to make cyber threat identification more mature. Cooperation between standards from threat, vulnerability, and asset management is also an unresolved issue confirmed by analyzing relationships between public enumerations and knowledge bases. Last, we studied the usability of techniques from the MITRE ATT&CK knowledge base for threat modeling using network monitoring to capture data. Although network traffic is not the most used data source, it allows the modeling of almost all tactics from the MITRE ATT&CK.

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arXiv2022

HTTPS Event-Flow Correlation: Improving Situational Awareness in Encrypted Web Traffic

Achieving situational awareness is a challenging process in current HTTPS-dominant web traffic. In this paper, we propose a new approach to encrypted web traffic monitoring. First, we design a method for correlating host-based and network monitoring data based on their common features and a correlation time-window. Then we analyze the correlation results in detail to identify configurations of web servers and monitoring infrastructure that negatively affect the correlation. We describe these properties and possible data preprocessing techniques to minimize their impact on correlation performance. Furthermore, to test the correlation method's behavior in different web server setups and for recent encryption protocols, we modify it by adapting the correlation features to TLS 1.3 and QUIC. Finally, we evaluate the correlation method on a dataset collected from a campus network. The results show that while the correlation requires monitoring of custom event and flow features, it remains feasible even when using encryption protocols designed for the near future.

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arXiv2022

Identification of Attack Paths Using Kill Chain and Attack Graphs

The ever-evolving capabilities of cyber attackers force security administrators to focus on the early identification of emerging threats. Targeted cyber attacks usually consist of several phases, from initial reconnaissance of the network environment to final impact on objectives. This paper investigates the identification of multi-step cyber threat scenarios using kill chain and attack graphs. Kill chain and attack graphs are threat modeling concepts that enable determining weak security defense points. We propose a novel kill chain attack graph that merges kill chain and attack graphs together. This approach determines possible chains of attacker's actions and their materialization within the protected network. The graph generation uses a categorization of threats according to violated security properties. The graph allows determining the kill chain phase the administrator should focus on and applicable countermeasures to mitigate possible cyber threats. We implemented the proposed approach for a predefined range of cyber threats, especially vulnerability exploitation and network threats. The approach was validated on a real-world use case. Publicly available implementation contains a proof-of-concept kill chain attack graph generator.

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arXiv2022

Scalable Learning Environments for Teaching Cybersecurity Hands-on

This Innovative Practice full paper describes a technical innovation for scalable teaching of cybersecurity hands-on classes using interactive learning environments. Hands-on experience significantly improves the practical skills of learners. However, the preparation and delivery of hands-on classes usually do not scale. Teaching even small groups of students requires a substantial effort to prepare the class environment and practical assignments. Further issues are associated with teaching large classes, providing feedback, and analyzing learning gains. We present our research effort and practical experience in designing and using learning environments that scale up hands-on cybersecurity classes. The environments support virtual networks with full-fledged operating systems and devices that emulate real-world systems. (...) Using the presented environments KYPO Cyber Range Platform and Cyber Sandbox Creator, we delivered the classes on-site or remotely for various target groups of learners (K-12, university students, and professional learners). The learners value the realistic nature of the environments that enable exercising theoretical concepts and tools. The instructors value time-efficiency when preparing and deploying the hands-on activities. Engineering and computing educators can freely use our software, which we have released under an open-source license. We also provide detailed documentation and exemplary hands-on training to help other educators adopt our teaching innovations and enable sharing of reusable components within the community.

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arXiv2022

Reinforcing Cybersecurity Hands-on Training With Adaptive Learning

This paper presents how learning experience influences students' capability to learn and their motivation for learning. Although each student is different, standard instruction methods do not adapt to individuals. Adaptive learning reverses this practice and attempts to improve the student experience. While adaptive learning is well-established in programming, it is rarely used in cybersecurity education. This paper is one of the first works investigating adaptive learning in security training. First, we analyze the performance of 95 students in 12 training sessions to understand the limitations of the current training practice. Less than half of the students completed the training without displaying a solution, and only in two sessions, all students completed all phases. Then, we simulate how students would proceed in one of the past training sessions if it would offer more paths of various difficulty. Based on this simulation, we propose a novel tutor model for adaptive training, which considers students' proficiency before and during an ongoing training session. The proficiency is assessed using a pre-training questionnaire and various in-training metrics. Finally, we conduct a study with 24 students and new training using the proposed tutor model and adaptive training format. The results show that the adaptive training does not overwhelm students as the original static training. Adaptive training enables students to enter several alternative training phases with lower difficulty than the original training. The proposed format is not restricted to a particular training. Therefore, it can be applied to practicing any security topic or even in related fields, such as networking or operating systems. Our study indicates that adaptive learning is a promising approach for improving the student experience in security education. We also highlight implications for educational practice.

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arXiv2022

Preventing Cheating in Hands-on Lab Assignments

Networking, operating systems, and cybersecurity skills are exercised best in an authentic environment. Students work with real systems and tools in a lab environment and complete assigned tasks. Since all students typically receive the same assignment, they can consult their approach and progress with an instructor, a tutoring system, or their peers. They may also search for information on the Internet. Having the same assignment for all students in class is standard practice efficient for learning and developing skills. However, it is prone to cheating when used in a summative assessment such as graded homework, a mid-term test, or a final exam. Students can easily share and submit correct answers without completing the assignment. In this paper, we discuss methods for automatic problem generation for hands-on tasks completed in a computer lab environment. Using this approach, each student receives personalized tasks. We developed software for generating and submitting these personalized tasks and conducted a case study. The software was used for creating and grading a homework assignment in an introductory security course enrolled by 207 students. The software revealed seven cases of suspicious submissions, which may constitute cheating. In addition, students and instructors welcomed the personalized assignments. Instructors commented that this approach scales well for large classes. Students rarely encountered issues while running their personalized lab environment. Finally, we have released the open-source software to enable other educators to use it in their courses and learning environments.

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