Language Learning through a Decision-Based Simulation – An Escape-Room-Inspired Method

Short Introduction

Decision-based branching stories turn students into active participants in a way similar to escape rooms. At different points in the story, they choose between possible paths and then encounter the consequences of their decisions. During the process, they read authentic foreign-language texts, learn new vocabulary, interpret information, justify their choices and collaborate with others.

A particularly powerful example of this method is the BBC interactive feature Syrian Journey: Choose Your Own Escape Route. However, because it deals with a sensitive subject, emotional and pedagogical safety require just as much attention as language development.

The Method

Students become participants in a branching story. At each decision point, they choose between two or more options and then continue along the path they have selected. Each choice may introduce new information, locations, characters, objects, costs and risks.

The method resembles an escape room because:

• it has an initial situation and a goal;

• participants collect information;

• they interpret maps, objects, numerical information and texts;

• their decisions determine the next stage;

• they need to collaborate;

• the activity requires continuous engagement and problem-solving.

Unlike a traditional escape room, however, students do not necessarily solve puzzles, and there may not be a single correct route. The focus is on decision-making, reasoning, interpreting consequences and using a foreign language in a realistic context.

Example: Syrian Journey – Choose Your Own Escape Route

In the BBC’s interactive feature Syrian Journey, users encounter the situation of a person forced to flee Syria. At various points in the story, they face difficult decisions, such as choosing between different routes and methods of travel.

During the activity, users encounter:

• real refugee routes;

• maps and geographical locations;

• travel costs;

• border crossings;

• personal belongings and documents;

• risks associated with people smugglers;

• detention, forced return and dangerous journeys;

• situations based on interviews with real people.

The routes, options and possible outcomes in the BBC project were based on real stories and interviews. The digital feature was designed to bring readers closer to the extremely difficult decisions that people forced to flee their homes may face.

The activity can feel powerfully realistic and emotionally challenging. For this reason, it should not be presented simply as a game or competition. It is more accurate and respectful to describe it as interactive journalism, a branching narrative or a decision-based simulation.

Language and Learning Objectives

The activity can support students’ development in several areas.

Language Skills

• understanding authentic English-language texts;

• reading comprehension;

• identifying key information;

• developing vocabulary;

• expressing opinions;

• justifying decisions;

• using conditional structures;

• describing possibilities and risks;

• oral collaboration;

• preparing short summaries.

Cross-Curricular Competences

• interpreting maps;

• geographical awareness;

• understanding costs and financial information;

• media literacy;

• critical evaluation of sources;

• social and civic awareness;

• problem-solving;

• collaboration;

• empathy and perspective-taking.

The activity cannot fully communicate the lived experience of forced displacement. It can, however, help students recognise that refugees are often not choosing freely between several good options. Instead, they may be forced to decide between dangerous, uncertain and severely limited alternatives.

Preparing the Lesson

1. Checking the Digital Resource

Before the lesson, the teacher should explore the entire interactive feature and check:

• whether the link is working;

• whether the interactive elements load correctly;

• what level of language proficiency the texts require;

• what sensitive or distressing content students may encounter;

• how much time the activity will require;

• which vocabulary needs to be introduced in advance.

As the online feature was originally created in 2015, its availability and technical functionality should be checked before every use.

2. Considering the Needs of the Class

The topic may be particularly sensitive for students who have personally experienced war, forced displacement, bereavement or involuntary relocation, either themselves or through their families. The teacher should therefore consider in advance whether the activity is appropriate for the particular class.

Students from refugee backgrounds should never be expected to share personal experiences, represent the views of all refugees or act as experts on the topic.

Students should be informed in advance that the activity may include references to war, danger, exploitation, detention and death. Where necessary, an alternative activity addressing similar language objectives should be provided.

UNHCR guidance for teachers also emphasises the importance of a trauma-informed approach when working with students affected by stress and displacement. (UNHCR – Guidance for Teachers on Stress and Trauma)

3. Providing Background Information

Before starting the activity, the class should briefly clarify:

• where Syria is located;

• the historical and social context of the resource;

• the meanings of the terms refugee, asylum seeker and migrant;

• why someone may be forced to leave their home;

• why forced displacement is not simply a travel choice.

The background should be presented factually, in an age-appropriate manner and without political or cultural stereotypes.

4. Preparing the Necessary Vocabulary

A short vocabulary list can support students’ understanding. Possible expressions include:

• refugee;

• asylum seeker;

• border;

• border crossing;

• route;

• shelter;

• documents;

• belongings;

• smuggler;

• detention;

• deportation;

• afford;

• risk;

• safety;

• escape;

• cross the border.

It is not necessary to pre-teach every word completely. Students can also infer meanings from context and then check their assumptions together.

Classroom Procedure

1. Lead-in Activity

Students examine a map, the title of the feature or an image connected to the topic. They can predict the kinds of decisions and difficulties a person forced to leave their home might face.

The teacher should avoid light-hearted guessing about who might “survive” the journey.

2. Forming Groups and Assigning Roles

Students can work in small groups. Different roles may be assigned:

• reader: reads the text aloud;

• vocabulary recorder: notes unfamiliar expressions;

• map coordinator: follows the route on the map;

• secretary: records the decisions and reasons;

• spokesperson: presents the group’s route afterwards.

3. Exploring the Story

At each decision point, the group:

1. reads the new information;

2. clarifies unfamiliar vocabulary;

3. examines the available options;

4. identifies possible advantages and risks;

5. explains and justifies its decision in English before selecting an option;

6. records the consequences;

7. continues to the next stage.

Useful sentence starters include:

• We chose this option because…

• The main advantage is…

• The greatest risk is…

• If we choose this route, we might…

• This option seems safer because…

• We do not have enough information about…

• Neither option is completely safe because…

4. Recording the Decisions

Stage of the story

New information

Available options

Group’s decision

Reason for the decision

Consequence

New vocabulary

Decision point 1

Decision point 2

Decision point 3

The table helps prevent students from clicking through the interactive feature without reflection. It encourages them to use the target language at every decision point.

5. Comparing the Different Routes

The groups present:

• the route they selected;

• the most difficult decision;

• the information on which they based their choice;

• the consequences they encountered;

• the new vocabulary they learned;

• whether they would change any of their decisions.

There should be no winner based on which group reached a destination or received a more favourable outcome. The result does not necessarily demonstrate whether the group made the “right” choices. Instead, it illustrates the uncertainty and unpredictability of forced displacement.

6. Debriefing and Emotional Closure

At the end of the activity, students need time to step out of the simulation and discuss it from an external perspective.

Possible questions include:

• Which decision was the most difficult, and why?

• Was there a situation in which neither option seemed safe?

• What information did you need but not have?

• How did money, time and uncertainty affect the decisions?

• What did you learn about the situations faced by people forced to flee?

• How does a digital simulation differ from a real experience?

• Which words and language structures did you use while making decisions?

• How effectively did your group work together?

During the debriefing, teachers should avoid repeatedly revisiting distressing details or pressuring students to disclose emotional reactions.

Differentiation

For students who require more language support:

• provide a bilingual vocabulary list;

• give sentence starters in advance;

• select shorter sections of the text;

• allow the use of digital dictionaries;

• organise pair work;

• let students explain their reasoning first in their first language and then in simple English;

• guide the whole class through one route together.

For students with more confident language skills:

• ask them to analyse the risks in greater detail;

• have them summarise the interviews and accounts independently;

• compare different routes;

• prepare a short news report or analytical summary;

• examine the techniques of interactive journalism;

• check the background information using other reliable sources;

• discuss the ethical and practical aspects of the different decisions.

Assessment Criteria

The selected route and the final outcome should not determine students’ grades. Assessment may consider:

• understanding of the English-language texts;

• use of new vocabulary;

• clear justification of decisions;

• recognition of possible risks and consequences;

• collaboration;

• critical interpretation of sources;

• respectful engagement with the topic;

• the quality of reflection.

Creating an Original Decision-Based Activity

The BBC resource can be used directly, but it can also serve as a model for teachers and students to create their own branching stories.

Steps for designing a decision-based language activity:

1. Define the starting point and goal of the story.

2. Create several decision points.

3. Develop a realistic consequence for each choice.

4. Include maps, images, short texts, objects or financial information.

5. Identify the vocabulary and grammar structures to be practised.

6. Ask students to justify their decisions in the target language.

7. Compare the different routes at the end.

8. Provide an opportunity for shared reflection.

Less sensitive topics might include:

• planning an international journey;

• finding one’s way around an unfamiliar city;

• preparing for an Erasmus+ mobility;

• making environmentally responsible travel decisions;

• a historical expedition;

• preparing for a job interview or exchange programme;

• solving a mystery using foreign-language information;

• designing a sustainable city.

The activity can be created as a digital branching story, a series of QR-code stations, envelopes, cards or links embedded in a presentation.

Conclusion

A decision-based simulation can combine foreign-language reading comprehension, vocabulary development, reasoning and problem-solving in an engaging way. Students are not passive readers of the story: their choices shape its development while requiring them to use the target language continuously.

Syrian Journey is a particularly powerful example because it is based on real stories and refugee routes. For this reason, it requires a high level of pedagogical sensitivity. It should be approached not as a competition or light-hearted role-play but as source-based interactive journalism and a carefully guided learning experience.

The method achieves its purpose when students not only learn new English expressions but also understand the context of the decisions, recognise the limitations of the available choices and critically consider what a digital simulation can—and cannot—communicate about the real experiences of other people.

Note: The opinions and positions expressed herein reflect the author's views only and do not necessarily reflect the official position of the European Union or the Tempus Public Foundation. The European Union and the funding authority cannot be held responsible for them.