Security Education Using Screen Reader: Utilizing a Problem-Posing Approach

Abstract

Information security measures are essential for ICT users, particularly for the visually impaired who use voice-activated ICT. However, visually impaired users are often not educated about sufficient countermeasures using a screen reader. This study analyzes the efficacy of security and usability education for the visually impaired using a problem-posing approach. Herein, security education is taught to the visually impaired in a classroom, with focus on screen readers, and the effectiveness of problem posing, a method used in mathematics education, is verified. Furthermore, qualitative analysis reveals that screen-reader users deepen their understanding of security and usability via the problem posing activity. Additionally, the important functions for screen-reader users regarding security and usability are determined.

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