## 2 Related Research
In some situations, MLPs are taken as simple extensions of e-learning, which makes it another channel for delivering content; in fact, quality mobile learning can only be delivered properly when special limitations and benefits of mobile devices are acknowledged [23]. Instead, it is relevant to consider features special to M-learning when putting into perspective how to offer a quality learning experience to users [23]. Even though the International Standard Organization modeled standards (ISO/IEC 9126) for both technical and non-technical quality features, researchers also recommend that studying mobile learning platforms should be considered based on two perspectives, which are Technical and Non-Technical Approaches to the quality of mobile learning platforms. In the study, both the technical and non-technical aspects were considered within the scope of the study [24]. Platforms that aid mobile learning are defined by technologies, and the learning approach is specified by pedagogy or non-technical approach [25]. Many studies applied ISO/IEC 9126 quality-in-use standards to evaluate e-learning and mobile learning environments. In one study, ISO/IEC 9126 was linked and used in the evaluation of e-learning systems [26; 27]. Meanwhile other studies focused on proposing usability aspects similar to the usability characteristic of the ISO/IEC9126 quality model for evaluating mobile learning applications [28; 29]. The International Standard Organization, ISO/IEC 9126, developed a model for assessing the quality of software products such as mobile learning platforms. This model for assessing mobile learning platforms is based on criteria such as functionality, accessibility, usability, efficiency, maintainability, dependability, quality, and maintainability criteria. Researchers have developed several models to evaluate MLPs in [30; 31; 32; 33; 34; 35], still, the most widely used model in research and software platform developments is ISO/IEC 9126 [36]. The quality model can be characterized as the set of features and the relationship that gives the premise for indicating quality necessities and assessing item quality. Differentworks have been discovered in literary research centered on program item assessment. Among the most acceptable models include [PERSON], Boehm, FURPS, Dromey, Bayesian, and ISO/IEC 9216 [37]. The ISO/IEC 9126 is a standard developed by the ISO for evaluating software reliability. It has proven to be very efficient in evaluating software in a bid to verify its reliability and durability after production. Its fundamental objective is to address familiar human biases that can adversely affect the perception and delivery of a software development project. Biases can range from not having a clear definition of success to a change of priorities after the start of the project. It consists of six major criteria, each with sub-criteria. These are the yardsticks used for the software evaluation process. A lot of research has employed this standard in developing a working framework for their software analysis research. Researchers in [38] sifted 21 out of the 32 software quality criteria of ISO/IEC 9126 standard in optimizing Enterprise resource planning (ERP) software problems. Also, researchers in [39] proposed a framework for evaluating both the quality and user satisfaction of Mobile learning applications for mathematics (MLAM). They used the ISO/IEC 9126 standard to generate a model for evaluating the technical aspect, which was combined with user satisfaction proposed for the non-technical aspects. In another study, ELECTRE I and quality standards rank Mobile Learning Applications for Mathematics [24]. Quality properties are classified into various leveled tree structures of features and sub-features. The most noteworthy level comprises quality characteristics, and the least level comprises quality criteria. ISO/IEC 9126 indicates six characteristics that are separated into twenty-one sub-characteristics.