This study aims to discuss the correlationsamong learning styles, meaningful learning, and learning achievement. Directedat the rather difficult to comprehend human blood circulation unit in thebiology materials for junior high school students, a Mobile Meaningful BloodCirculation Learning System, called MMBCLS gamification learning, wasdeveloped. In the study, the instructional design is based on meaningfullearning and follows the principles of digital game-based learning models todesign after-class multimedia materials, which allow learners to enjoylearning. With a quasi-experimental design, Kolb’s learning styles scale andmeaningful learning scale were utilized as research instruments. Taking a G8class as the subject, 46 valid questionnaires were returned. The researchfindings show divergences in mobile game-based learning styles: students withconvergent styles highly regarded the well-designed curriculum inmeaningful learning; student gender presented no significant difference incurriculum design and learning achievement in meaningful learning; studentswith different learning styles revealed remarkable differences in learningachievement; and students in the experimental group apparently had a higherlearning achievement than the students in the control group, with notabledifferences. The research outcomes could be cited by teachers for designing materialand provide educators with a reference for the mobile as meaningful mediamaterial design..