arXiv:2605.11053v3 Announce Type: replace-cross
Abstract: The Model Context Protocol (MCP) has become a widely adopted interface for LLM agents to invoke external tools, yet learned monitoring of MCP tool-call traffic remains underexplored. In this article, the proposed detector is presented as an attack detection framework for MCP tool-call traffic that encodes each agent session as a graph (tool calls as nodes, sequential and data-flow links as edges), enriches nodes with sentence-embedding features over arguments and responses, and classifies sessions as benign or attacked. Three GNN architectures (GAT, GCN, GraphSAGE), a no-graph MLP, and classical baselines (XGBoost, random forest, logistic regression, linear SVM) are evaluated, with the full architecture comparison conducted on RAS-Eval (task-stratified splits) and GraphSAGE retained as the GNN baseline on ATBench and a combined-source variant (both label-stratified). Three findings emerge. First, content-level features are essential: metadata-only detection plateaus around an AUROC of 0.64 regardless of architecture, while content embeddings push the AUROC above 0.89. Second, naive random-split evaluation inflates AUROC by up to 26 percentage points relative to task-disjoint splits, a memorization confound that prior agent-detection work has not addressed. Third, the detection signal resides primarily in the SBERT content embeddings: an AUROC of 0.975 was reached by tree ensembles on pooled embeddings, performing, for the most part, better than the neural architectures in the primary RAS-Eval setting including GNNs (0.917) and the MLP (0.896), and self-supervised pre-training does not deliver a label-efficiency advantage on this task.
Crisis support teams’ technological openness and learning attitudes toward the AI based virtual patient system crisis support VR
BackgroundAgainst the backdrop of escalating global humanitarian crises, innovative didactic simulations are becoming increasingly important. A promising alternative to traditional classroom-based didactics for learning psychological