Not surprisingly, children have fewer passwords than adults. We conducted the first large-scale survey of 1,505 3rd to 12th graders from schools across the United States. Given the limited work to date and the fact that the world's cyber posture and culture will be dependent on today's youth, it is imperative to conduct cybersecurity research with children. The goal of this study is to explore children's practices, perceptions, and knowledge regarding passwords.
Our results provide initial insights into human-computer interaction issues that could stem from using video chat as a fallback authentication method within a small social network of people (e.g., family members and close friends) who know each other well and trust each other.Ĭhildren use technology from a very young age, and often have to authenticate. Participants also reported more willingness to help others to authenticate via video chat than to initiate a video chat authentication session themselves. We found that participants who were alone, reported a more positive mood, and had more trust in others reported more willingness to use video chat as an authentication method. We investigated whether people's mood, location, and trust, and the presence of others affected perceived willingness to use video chat to authenticate. In this paper, we report the results of a four-week study that explored people's perceived willingness to use video chat as a form of social authentication.
Social authentication shows promise as a novel form of fallback authentication.
Current fallback authentication mechanisms are unreliable (e.g., security questions are easy to guess) and need improvement.
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