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A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Seterra Anatomy and Science Quizzes

Date of Publication

2021 (ongoing)

Target Group


Domain Area

Medicine & Nursing

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material


Linguistic Features





The resource is game-based, visually appealing and can become competitive and challenging among students if combined with time options. It can be adapted to different levels of English, from intermediate to advanced, depending on the students’ previous technical knowledge. It can be used as an individual activity, a homework task or within a more global or specific learning unit, bearing in mind a specific technical field of medicine, nursing or other health sciences. Autonomous learning is possible and easily achieved, because this is a visual and motivating alternative to usually boring and long lists of words students have to memorise.

Case study

An example of how this resource could be used in a step-like sequence that increases in complexity would be as follows:
1. As a warm-up activity to motivate interest and increase engagement, on the quiz website the lecturer selects part of the anatomy to be explored and students will learn more about, for example, the skin, the brain etc. It would make more sense to do a quiz on such an area of anatomy that would be part of a module that will later focus on one or more of these areas of anatomy so as to provide opportunities to better visualize, contextualize, understand and recognize words/expressions.
2. The lecturer can project the visually appealing quiz onto a large screen and ask the students to respond to the questions. There are nine modes to play a quiz, so the lecturer can start with a mode which makes it easier to successfully complete the quiz. For example, the ‘drop down menu with autotype’ mode only needs one letter to be typed in the field for options to appear, including the correct answer. Students may be called upon individually to give the right answer, or could work in small groups (2-4), the latter increasing confidence for a competitive activity. However, the ‘Pin’ mode is more difficult, and students have to drag and drop the word on the right location. This activity is also colour-coded, so a correct answer in one click is white, a correct answer in two clicks orange and so on. Outside of the classroom, students can increase autonomy and knowledge by going through the quiz again, using different modes that vary in level of difficulty. An alternative to the lecturer directing the activities, students may be asked to work on their computers or mobile phones – either individually or in groups – and to explore the various modes.

3. The lecturer could then move on to providing students with sentences and /or dialogues in written form which provide a different context for using the words focused on in the quizzes. These could be cloze texts, either of a more academic nature (an abstract or article) or a dialogue. For the latter, for example, a senior doctor might be explaining aspects of the anatomy to a junior colleague. The students would need to complete the texts accordingly.

4. A more communicative approach to further consolidate vocabulary acquisition would be to role play the preceding dialogue, with the senior doctor pointing out the location of the words on the anatomy as they say them. Roles can then be reversed.

5. If considered appropriate by the lecturer, the students could then be asked to explain the function of various parts of the anatomy.


These guidelines can be helpful when using the resource as a vocabulary builder for a homework activity or as an introduction to a specific didactic unit.
Students are asked to visualise the different body parts/systems and the application in itself will motivate the correct labelling of the components, like bones, allocating a score at the end of the task, taking into account not only the adequate labelling, but also the time it took. A scroll down menu on the left-hand side bottom will allow a differentiated approach to the same exercise: a quiz, a multiple choice approach and more. Thus, the same visual material can be used with different kinds of exercises.
Step 2 – From the skeleton system the students can proceed to the muscle system or another, depending on the didactical unit the lecturer is lecturing at a specific moment.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


The resource can be easily adapted by lecturers and used in different language learning contexts, since it combines a technical glossary approach with an adaptive learning game, thus improving the students’ vocabulary and terminology in a specific context. The resource strongly motivates the students, since it combines creativity and innovation and contributes to conceptualizing better while visualization is in process. Digital citizenship is certainly enhanced, since this resource can, in fact, be used by anyone who wants to learn more about the subject. It is adaptable to students’ needs and it is accessible. It can be used on several devices.
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