Abstract
The purpose of this research is to measure the motivation of nursing students, option: multi-skilled nurse (n=58), following their participation in an e-learning activity in the form of formative quizzes. The pedagogical scenario was based on Keller's ARCS motivation model.
 Data were collected through the IMMS questionnaire adopted from the ARCS model.
 The results show that the students were motivated by the e-learning activity (mean score = 4.22±, 51091), and that the motivation variables studied correlated positively with the overall motivation score (p-value < .001). 
 Through this research, it was found that an instructional scenario based on the ARCS model had a positive impact on students' motivation for e-learning, thus encouraging allied health educators to design educational tools that can motivate nursing students.
Highlights
One of the fundamental activities that teachers use when planning courses is defining forms of evaluation, which includes formative assessment [1,2]
The design of the online quizzes met the principles of the ARCS model of motivation and respected a set of essential points presented in the table 1
All the variables studied correlated positively with the total motivation score. Our results corroborate those of other similar studies; research conducted using the ARCS model of motivation
Summary
One of the fundamental activities that teachers use when planning courses is defining forms of evaluation, which includes formative assessment [1,2]. The literature indicates that the use of digital technology generates levels of student motivation [12,13,14], several questions remain about the nature of the implementation of distance learning materials and regarding how teachers can design tools to interest students in the learning process and maintain their motivation [15,16]. These topics are critical, as motivation remains one of the key factors that determine student learning outcomes [17]
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