Prior research has demonstrated the advantages of applying mobile game-based learning (MGBL) applications to supporting students' learning. However, studies that specifically examine the effects of game quality and different types of cognitive loads on learning effectiveness in MGBL contexts are scarce. Therefore, this study aims to address this research gap by developing and validating a research model of cognitive loads and learning performance in MGBL contexts. Data collected from 130 college students who were asked to use an MGBL application developed specifically for this study were analyzed to validate the research model. The results indicate that both game quality of MGBL applications and extraneous cognitive load of the users of the MGBL application have significant effects on their perceived and actual learning effectiveness, while their germane cognitive load significantly influences their perceived learning effectiveness only. Implications for theory and for practice of the research results are discussed subsequently.