Designing a Low-Latency, Adaptive Cybersecurity Simulator: A Hybrid Architecture of Stochastic Generation and Deterministic Validation
DOI:
https://doi.org/10.33998/processor.2026.21.1.2777Keywords:
Adaptive Learning Systems, Cybersecurity Education, Finite State Machine, Gamified Learning Environments, Procedural Content GenerationAbstract
Cybersecurity training is usually plagued by a lack of individuality when it comes to the scenarios presented, which tends to make students memorize instead of understand. In this paper is presented NODEZERO, a browser based simulator to automatically create new educational content. Using Design Science Research We created a lightweight Single Page Application that fused a two-part procedural generation algorithm with a deterministic Finite State Machine (FSM). The hybrid design randomises network topologies and encryption settings and the FSM verifies what the users are doing using a state-based tool selection system. Results show that NODEZERO produces unique missions (no noticeable delay); frame times are below 16 ms. Functional tests have shown that Difficulty Multiplier adjusts the complexity of each mission for difficulty: experts receive difficult levels and beginners receive easy levels. The research shows that the combination of stochastic creation of environment and deterministic validation is an scalable "infinite drilling" solution that avoids manual content creation.
Downloads
References
J. R. Gómez Niño, L. P. Árias Delgado, A. Chiappe, and E. Ortega González, “Gamifying Learning with AI: A Pathway to 21st-Century Skills,” J. Res. Child. Educ., vol. 39, no. 4, pp. 735–750, Oct. 2025, doi: 10.1080/02568543.2024.2421974.
H. Qudsi, “GAMIFICATION IN EDUCATION: BOOSTING STUDENT ENGAGEMENT AND LEARNING OUTCOMES,” ShodhKosh J. Vis. Perform. Arts, vol. 5, no. 4, Apr. 2024, doi: 10.29121/shodhkosh.v5.i4.2024.2542.
M. Farrokhi Maleki and R. Zhao, “Procedural Content Generation in Games: A Survey with Insights on Emerging LLM Integration,” Proc. AAAI Conf. Artif. Intell. Interact. Digit. Entertain., vol. 20, no. 1, pp. 167–178, Nov. 2024, doi: 10.1609/aiide.v20i1.31877.
K. Hou, J. Li, Y. Liu, S. Sun, H. Zhang, and H. Jiang, “KG-EGV: A Framework for Question Answering with Integrated Knowledge Graphs and Large Language Models,” Electronics, vol. 13, no. 23, p. 4835, Dec. 2024, doi: 10.3390/electronics13234835.
R. Sajja, Y. Sermet, M. Cikmaz, D. Cwiertny, and I. Demir, “Artificial Intelligence-Enabled Intelligent Assistant for Personalized and Adaptive Learning in Higher Education,” Information, vol. 15, no. 10, p. 596, Sep. 2024, doi: 10.3390/info15100596.
Y. Subbarayudu, G. Vijendar Reddy, M. Shankar, M. Ven, P. K. Abhilash, and A. Sehgal, “Cipher Craft: Design and Analysis of Advanced Cryptographic Techniques for Secure Communication Systems,” MATEC Web Conf., vol. 392, p. 01112, 2024, doi: 10.1051/matecconf/202439201112.
Y. R. Kim, J. Yang, Y. Lee, and B. Earwood, “Assessing Cybersecurity Problem-Solving Skills and Creativity of Engineering Students Through Model-Eliciting Activities Using an Analytic Rubric,” IEEE Access, vol. 12, pp. 5743–5759, 2024, doi: 10.1109/ACCESS.2023.3348554.
A. N. Ghanbaripour et al., “A Systematic Review of the Impact of Emerging Technologies on Student Learning, Engagement, and Employability in Built Environment Education,” Buildings, vol. 14, no. 9, p. 2769, Sep. 2024, doi: 10.3390/buildings14092769.
B. Nguyen-Viet, C. Nguyen-Duy, and B. Nguyen-Viet, “How does gamification affect learning effectiveness? The mediating roles of engagement, satisfaction, and intrinsic motivation,” Interact. Learn. Environ., vol. 33, no. 3, pp. 2635–2653, Mar. 2025, doi: 10.1080/10494820.2024.2414356.
L. Smirani and H. Yamani, “Analysing the Impact of Gamification Techniques on Enhancing Learner Engagement, Motivation, and Knowledge Retention: A Structural Equation Modelling Approach,” Electron. J. E-Learn., vol. 22, no. 9, pp. 111–124, Nov. 2024, doi: 10.34190/ejel.22.9.3563.
D. Kutzias and S. Von Mammen, “Recent Advances in Procedural Generation of Buildings: From Diversity to Integration,” IEEE Trans. Games, vol. 16, no. 1, pp. 16–35, Mar. 2024, doi: 10.1109/TG.2023.3262507.
A. Sarkar, M. Guzdial, S. Snodgrass, A. Summerville, T. Machado, and G. Smith, “Procedural Content Generation via Knowledge Transformation (PCG-KT),” IEEE Trans. Games, vol. 16, no. 1, pp. 36–50, Mar. 2024, doi: 10.1109/TG.2023.3270422.
K. Krishnamurthy et al., “Benefits of gamification in medical education,” Clin. Anat., vol. 35, no. 6, pp. 795–807, Sep. 2022, doi: 10.1002/ca.23916.
V. Salauyou and W. Bułatow, “Optimized Sequential State Encoding Methods for Finite-State Machines in Field-Programmable Gate Array Implementations,” Appl. Sci., vol. 14, no. 13, p. 5594, Jun. 2024, doi: 10.3390/app14135594.
B. M. Ampel, S. Samtani, H. Zhu, H. Chen, and J. F. Nunamaker, “Improving Threat Mitigation Through a Cybersecurity Risk Management Framework: A Computational Design Science Approach,” J. Manag. Inf. Syst., vol. 41, no. 1, pp. 236–265, Jan. 2024, doi: 10.1080/07421222.2023.2301178.
G. Kavallieratos, G. Spathoulas, and S. Katsikas, “Cyber Risk Propagation and Optimal Selection of Cybersecurity Controls for Complex Cyberphysical Systems,” Sensors, vol. 21, no. 5, p. 1691, Mar. 2021, doi: 10.3390/s21051691.
O. Withington, M. Cook, and L. Tokarchuk, “On the Evaluation of Procedural Level Generation Systems,” in Proceedings of the 19th International Conference on the Foundations of Digital Games, Worcester MA USA: ACM, May 2024, pp. 1–10. doi: 10.1145/3649921.3650016.
Y. Deng, Z. Zeng, K. Jha, and D. Huang, “Problem- Based Cybersecurity Lab with Knowledge Graph as Guidance,” J. Artif. Intell. Technol., Feb. 2022, doi: 10.37965/jait.2022.0066.
C. D. R. Navas Bonilla, L. M. Viñan Carrasco, J. C. Gaibor Pupiales, and D. E. Murillo Noriega, “The Future of Education: A Systematic Literature Review of Self-Directed Learning with AI,” Future Internet, vol. 17, no. 8, p. 366, Aug. 2025, doi: 10.3390/fi17080366.
J. A. Delello, W. Sung, K. Mokhtari, J. Hebert, A. Bronson, and T. De Giuseppe, “AI in the Classroom: Insights from Educators on Usage, Challenges, and Mental Health,” Educ. Sci., vol. 15, no. 2, p. 113, Jan. 2025, doi: 10.3390/educsci15020113.
N. Martin-Alguacil, L. Avedillo, R. Mota-Blanco, and M. Gallego-Agundez, “Student-Centered Learning: Some Issues and Recommendations for Its Implementation in a Traditional Curriculum Setting in Health Sciences,” Educ. Sci., vol. 14, no. 11, p. 1179, Oct. 2024, doi: 10.3390/educsci14111179.




