Play That Funky Password!

Proceedings of the 18th International Web for All Conference

2021

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The most common authentication mechanism, the password, requires a user to recall a secret. Users take this memorisation, or cognitive function, test on a daily basis in order to gain access to systems and devices. This mechanism's design has received much scrutiny and there is a common realization that security and usability are key considerations. In this paper, we consider a third, emergent aspect: that of accessibility. Using a qualitative approach, we explore the challenges current password-based approaches pose to people with dyslexia, a relatively common cognitive disability, highlighting several issues. Following draft web accessibility guidelines, we also evaluate alternative authentication mechanisms. We observe a lack of consideration for accessibility in the area of authentication and ofer suggestions for future research. CCS CONCEPTS• Human-centered computing → Accessibility; Accessibility design and evaluation methods; Accessibility systems and tools; • Security and privacy → Authentication; Usability in security and privacy; • Social and professional topics → People with disabilities.

“…A potentially similar mechanism is the use of musical passwords [6]. Based on interview responses, we perceive musical recall to be much easier for dyslexics:…”

Section: Evaluation Of Alternative Authentication Mechanismsmentioning

confidence: 99%

Cognitive function vs. accessible authentication

Proceedings of the 18th International Web for All Conference

2021

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Dyslexia and Password Usage: Accessibility in Authentication Design

IFIP Advances in Information and Communication Technology

2020

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Governments and businesses are moving online with alacrity, driven by potential cost savings, changing consumer and citizen expectations, and the momentum towards general digital provision. Services are legally required to be inclusive and accessible. Now consider that almost every online service, where people have to identify themselves, requires a password. Passwords seem to be accessible, until one considers specific disabilities, one of which can lead to many challenges: dyslexia being a case in point. Dyslexia is associated with word processing and retention difficulties, and passwords are essentially words, phrases or alphanumeric combinations. We report on a literature review conducted to identify extant research into the impact of dyslexia on password usage, as well as any ameliorations that have been proposed. We discovered a relatively neglected field. We conclude with recommendations for future research into the needs of a large population of dyslexics who seem to struggle with passwords, in a world where avoiding passwords has become almost impossible. The main contribution of this paper is to highlight the difficulties dyslexics face with passwords, and to suggest some avenues for future research in this area.

Accessible authentication: dyslexia and password strategies

2021

ICS

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Purpose The purpose of this paper is to reveal the lived experiences of dyslexics in engaging with all kinds of alphanumeric authentication mechanisms. Design/methodology/approach A significant proportion of the world’s population experiences some degree of dyslexia, which can lead to spelling, processing, sequencing and retention difficulties. Passwords, being essentially sequences of alphanumeric characters, make it likely that dyslexics will struggle with these, even more so than the rest of the population. Here, this study explores the difficulties people with dyslexia face, their general experiences with passwords, the coping strategies they use and the advice they can provide to developers and others who struggle with passwords. This paper collects empirical data through semi-structured interviews with 13 participants. Thematic analysis was used to provide an in-depth view of each participant’s experience. Findings The main contribution of this paper is to provide evidence related to the inaccessibility dimensions of passwords as an authentication mechanism, especially for dyslexics and to recommend a solution direction. Research limitations/implications There is a possible volunteer bias, as this study is dealing with self-reported data including historical and reflective elements and this paper is seeking information only from those with self-declared or diagnosed dyslexia. Furthermore, many expressed interest or curiosity in the relationship between dyslexia and password difficulties, for some a motivation for their participation. Finally, given that the participants told us that dyslexics might hide, it is possible that the experiences of those who do hide are different from those who chose to speak to us and thus were not hiding. Originality/value A few authors have written about the difficulties dyslexics face when it comes to passwords, but no one has asked dyslexics to tell them about their experiences. This paper fills that gap.