  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.
