# Benefits and Pitfalls of Using Capture the Flag Games in University Courses

arXiv: https://arxiv.org/abs/2004.11556 · HTML: https://mlsanity.com/paper/2004.11556/

## Key facts

- Cited by 6 papers in the map (data through 14 Oct 2026).
- First posted on arXiv 24 Apr 2020.

## Built on by (most cited first, 6 of 6)

- [NYU CTF Bench: A Scalable Open-Source Benchmark Dataset for Evaluating LLMs in Offensive Security](https://mlsanity.com/paper/2406.05590/) (2024)
- [D-CIPHER: Dynamic Collaborative Intelligent Multi-Agent System with Planner and Heterogeneous Executors for Offensive Security](https://mlsanity.com/paper/2502.10931/) (2025)
- [Measuring and Augmenting Large Language Models for Solving Capture-the-Flag Challenges](https://mlsanity.com/paper/2506.17644/) (2025)
- [CRAKEN: Cybersecurity LLM Agent with Knowledge-Based Execution](https://mlsanity.com/paper/2505.17107/) (2025)
- [AI In Cybersecurity Education -- Scalable Agentic CTF Design Principles and Educational Outcomes](https://mlsanity.com/paper/2603.21551/) (2026)
- [Reveree: Diagnosing LLM Reverse-Engineering Agents](https://mlsanity.com/paper/2609.01185/) (2026)

## Abstract (arXiv)

The concept of Capture the Flag (CTF) games for practicing cybersecurity skills is widespread in informal educational settings and leisure-time competitions. However, it is not much used in university courses. This paper summarizes our experience from using jeopardy CTF games as homework assignments in an introductory undergraduate course. Our analysis of data describing students' in-game actions and course performance revealed four aspects that should be addressed in the design of CTF tasks: scoring, scaffolding, plagiarism, and learning analytics capabilities of the used CTF platform. The paper addresses these aspects by sharing our recommendations. We believe that these recommendations are useful for cybersecurity instructors who consider using CTF games for assessment in university courses and developers of CTF game frameworks.