The Digital Footprint Maze
Navigating Cyberbullying Risks
Purpose: This activity is designed as an engaging and interactive learning experience that uses gamification to help participants better understand how everyday online decisions shape their digital footprint and influence their personal safety in digital environments. It creates a structured yet flexible space where participants can actively explore consequences, reflect on their own behaviour, and gradually develop safer and more responsible online habits.
Issue addressed: The activity addresses the insufficient awareness among young people regarding how seemingly small and often impulsive online actions can escalate into cyberbullying situations and negatively affect their digital reputation, relationships, and overall well-being.
Relevance to mental health: Cyberbullying is strongly connected to mental health outcomes. It can contribute to stress, anxiety, decreased self-esteem, social withdrawal, and emotional distress. By helping participants understand how online interactions can lead to harm, the tool supports prevention and promotes safer, more respectful digital environments.
Intended change: The tool aims to increase participants’ awareness of how small online decisions can escalate into serious consequences; strengthen critical thinking and risk assessment in digital interactions; support the development of responsible and respectful online behaviour; engage participants in a non-threatening, experiential learning process that encourages reflection rather than judgment.
Context of pilot implementation
The Digital Footprint Maze was used during the pilot to help students understand how everyday online actions shape their long-term digital identity. The activity allowed pairs of students to navigate realistic online scenarios and see the consequences of their choices. Its interactive, game‑like format increased engagement and encouraged students to think critically about privacy, online reputation, and responsible behaviour. The maze also supported open discussion, as students felt comfortable reflecting on their digital habits through the safety of scenario‑based decision‑making. Overall, it proved to be one of the pilot’s most effective tools for promoting digital responsibility and peer learning.
Theoretical background
Young people today spend a significant portion of their time in digital environments, where communication happens rapidly and often without sufficient reflection. In such contexts, even minor actions—such as reacting to a comment, sharing a screenshot, or responding impulsively—can have long-lasting and sometimes unintended consequences. The concept of a digital footprint refers to the traces individuals leave behind through their online activities. These traces can influence how others perceive them, affect their relationships, and impact their sense of safety and well-being. From a psychological perspective, online behaviour is influenced by several factors, including:
- Impulsivity and reduced perception of consequences in digital environments
- Peer influence and the need for social validation
- Lack of immediate feedback about the emotional impact of one’s actions.
This tool is based on gamification and experiential learning, allowing participants to actively experience decision-making processes. By navigating a maze of choices, participants are exposed to different outcomes and consequences, including both safe paths and cyberbullying risks.
Through this process, the activity supports:
- Awareness of consequences
- Development of responsible digital behaviour
- Strengthening of prevention-oriented thinking.
Target group
- Age: 13–30 years old (adaptable)
- Profile: Teens and young adults who actively use social media, online games, or other forms of digital communication, and who regularly encounter situations that involve decision-making in online interactions.
- Context: Educational environments, workshops, youth programs, and training sessions focused on digital safety and prevention.
Context of use
Location: Classroom, youth center, community setting, or online platform
Types of skills and dimensions addressed:
- Socio-emotional skills: Understanding the emotional impact of online behaviour
- Relational skills: Respectful communication and responsible interaction online
- Self-regulation skills: Impulse control and thoughtful decision-making
- Awareness skills: Understanding digital footprint and cyberbullying risks
Activity description – step by step
Step 1: Introducing the Maze
Duration: 5 minutes
Procedure: Each participant or small team receives a maze worksheet that contains multiple-choice questions based on realistic cyberbullying situations. The facilitator introduces the activity as a structured challenge in which participants must navigate through a series of decisions. It is explained that each choice leads to a different path in the maze and that some choices represent safe behaviour, while others lead to “Cyberbullying Traps,” which simulate negative consequences. The facilitator clearly defines the goal: to reach the “Safe Digital Citizen” exit by making thoughtful and responsible decisions.
Table 1. Actions – Step 1.
| Facilitator’s Actions | Participants’ Actions |
|---|---|
Distribute maze worksheets or provide access to the digital version of the activity. | Receive the materials or log into the digital platform. |
Clearly explain the structure of the maze and how each decision influences the path. | Listen attentively and observe how the activity is organized. |
Define the objective of reaching the “Safe Digital Citizen” exit. | Understand the purpose and goal of the activity. |
Provide step-by-step instructions on how to navigate and mark decisions. | Prepare to engage with the activity individually or in teams. |
| Create a supportive atmosphere where mistakes are seen as part of learning. | Approach the activity with openness and readiness to explore. |
Reflection: Participants begin to understand that each choice they make will influence the outcome, mirroring real-life digital behaviour.
Step 2: Navigating the Maze
Duration: 20–25 minutes
Procedure: Participants start at the entry point (“Your First Social Media Post”) and move through the maze by making decisions in response to various cyberbullying-related scenarios. Each answer leads to a different path—either a safe progression or a “Cyberbullying Trap” that results in setbacks (e.g., losing a turn, going back, restarting).
Example scenarios include:
- Responding to a mean comment
- Reacting to cyberbullying in a group chat
- Handling threatening messages from strangers.
Participants track their path and progress through the maze. In competitive mode, the first individual or team to reach the safe exit wins.
Table 2. Actions – Step 2.
| Facilitator’s Actions | Participants’ Actions |
|---|---|
Instruct participants to begin navigating the maze from the starting point. | Start the activity and follow the maze from the entry point. |
Present or clarify scenarios when participants need additional guidance. | Carefully read and interpret each scenario. |
Encourage participants to think before choosing an answer. | Think critically before making decisions. |
Explain the consequences of “Cyberbullying Traps” in a clear and supportive way. | Follow instructions when encountering setbacks. |
Observe participants’ progress and provide support when needed. | Track their path and adjust decisions accordingly. |
| Maintain engagement and support group dynamics (including competition if used). | Stay engaged and continue navigating toward the goal. |
Reflection: Participants experience how small decisions can quickly lead to different outcomes, reinforcing the importance of thoughtful online behavior.
Step 3: Reflection & Self-Assessment
Duration: 15 minutes
Procedure: After completing the maze, the facilitator leads a structured reflection. The discussion focuses on participants’ experiences, the decisions they made, and how these decisions relate to real-life online behaviour. Participants are encouraged to reflect not only on mistakes but also on alternative choices and future behaviour.
Table 3. Actions – Step 3.
| Facilitator’s Actions | Participants’ Actions |
|---|---|
Ask participants which choices surprised them. | Reflect on their experience and share insights. |
Ask whether they encountered any Cyberbullying Traps. | Identify and describe where they made mistakes. |
Facilitate discussion on how online decisions impact safety and well-being. | Connect the activity to real-life online behaviour. |
Encourage participants to suggest better alternatives. | Propose safer and more responsible choices. |
| Ask participants to share one change they will make in their online behaviour.a | Reflect and articulate a personal commitment. |
Reflection: Participants connect the game experience with real-life situations, recognizing how everyday digital choices influence safety, reputation, and relationships.
Required Materials:
- Printed Digital Footprint Maze worksheet or digital version (Google Forms, Kahoot, Miro Board)
- Pens or markers
- Timer (optional).
Possible Adaptations
- Use simplified visuals and questions for younger participants
- Adapt scenarios for workplace or adult environments
- Use the tool as training for parents or educators
- Modify format for individual or group competition.
Impact Evaluation of the Activity
| Indicator | Evaluation method |
|---|---|
| Awareness of digital risks | Reflection and discussion |
| Decision-making skills | Observation during activity |
| Responsible online behaviour | Participant feedback |
Trainer's reflection
- Level of engagement. Students responded very positively to the Digital Footprint Maze. The activity’s game-like structure increased curiosity and sustained focus. Most participants were eager to compare their choices with peers and actively discussed the consequences embedded in different paths.
- Group dynamics. Pairs collaborated effectively, supporting each other in navigating the maze. The task encouraged cooperative problem‑solving and sparked spontaneous discussions about real-life online behavior. Groups naturally compared outcomes, which contributed to peer-based learning.
- Openness in sharing. The maze created a safe and non‑judgmental environment for discussing personal digital habits. Because the activity externalized risky scenarios into “paths” rather than “confessions,” students felt more comfortable sharing their own experiences and reflecting openly on mistakes they had made online.
Reactions observed during the pilot activity
Participants are typically highly engaged due to the interactive and gamified nature of the activity. The competitive element increases motivation, while the scenario-based decisions promote reflection. Many participants become more aware of how easily cyberbullying situations can develop from simple actions. The activity often leads to meaningful discussions about responsibility, empathy, and digital safety.
Risks and warnings
- Some participants may have experienced cyberbullying; allow them to opt out if needed
- Avoid using real personal cases that could trigger distress
- Ensure all concepts are clearly explained
- Maintain a safe and supportive environment.
