%0 Journal Article %T Examining the Components of Mobile-Learning Effectiveness in Higher Education %J Journal of Management and Planning In Educational System %I Shahid Beheshti University %Z 2423-5261 %A Narenji thani, Fatemeh %A Shahmoradi, Zahra %D 2022 %\ 09/23/2022 %V 15 %N 2 %P 253-280 %! Examining the Components of Mobile-Learning Effectiveness in Higher Education %K mobile learning %K Effectiveness %K e-learning environment %K Higher education %R 10.48308/mpes.2022.102564 %X Objectives: This study aimed to study the related components of the effectiveness of mobile-learning in higher education.Materials and Methods: The research method is an applied one in terms of purpose and the data collection is mixed (qualitative-quantitative). The study's statistical population includes all students studying (1068 people) at Mehr Alborz Institute of Higher Education. By using a simple random sampling method and the Cochran formula, 282 people were selected as the sample. First, the existing and relevant literature review is examined to achieve the purpose. Then by studying and combining existing models in the field of related components to m-learning effectiveness and also selecting the components mentioned by most researchers, the component was identified; based on it, the conceptual model of the research was represented. The components are students' attitude towards mobile learning, intention to continue mobile learning, ICT literacy, support system (financial, technical, educational, and student), flexibility, interaction in mobile learning, quality of electronic content, understanding of the usefulness of mobile learning, ease of using mobile learning, independence, self-efficacy and mental norms of the learner, the existence of infrastructure and access to the software and hardware required for mobile learning. The identified components are categorized based on the degree of semantic and content relationship in three more general components, including components related to the teaching-learning process, individual characteristics of the learner, and technology. In the next step, to validate the conceptual model and review the current situation of the institution, a questionnaire with 60 closed-ended questions was prepared and implemented. The validity of the questionnaire was calculated and confirmed by experts, the validity of the structure was confirmed by using factor analysis, and its reliability was calculated by using Cronbach's alpha of 0.97%.Discussion and Conclusions: The results of the data analysis show: 1. The designed model has a good fit. 2. From the students' point of view, the current situation of all components related to the effectiveness of m-learning is lower than the theoretical average (2.5). 3. Students state that among the identified components, the learner's mental norms are the most important in the effectiveness, and appropriate infrastructure is the least important. Before implementing the m-learning system and when developing a strategic and operational plan, executors and policymakers of Mehr Alborz Higher Education Institute (Electronic) must pay attention to issues such as the intention of continuing mobile learning, information, and communication technology literacy, understanding the usefulness of mobile learning, ease of using mobile learning and providing the appropriate infrastructure for its implementation. In this regard, to continuously improve the quality and increase the effectiveness of mobile learning, it is suggested that operational mechanisms be designed, implemented, and continuously evaluated based on the most critical identified challenges. %U https://mpes.sbu.ac.ir/article_102564_6bb667bf39fbc8e58181528e5b5a0d97.pdf