The Effects of Learning Styles and Meaningful Learning on the Learning Achievement of Gamification Health Education Curriculum
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Shu-Te University, TAIWAN
Publication date: 2015-09-29
Corresponding author
Chungho Su   

SHU-TE University, No.59,Hengshan Rd., Yanchao Dist.,, 82445 Kaohsiung City, Taiwan
EURASIA J. Math., Sci Tech. Ed 2015;11(5):1211-1229
Aiming at the human blood circulation unit, which is rather difficult to comprehend, in the biology materials for junior high school students, Mobile Meaningful Blood Circulation Learning System, called MMBCLS gamification learning, is developed.

Materials and methods:
In the study, the instructional design is based on Meaningful Learning and follows the principles of digital game-based learning models to design the after-class multimedia materials, which allow learners enjoying learning with fun. With quasi-experimental design, Kolb’s Learning Styles Scale and Meaningful Learning Scale are utilized as the research instruments. Taking G8 class as the subject, 46 valid copies of questionnaires are received.

The research findings show more Divergent styles in mobile game-based learning styles, students with convergent styles regarding the highest curriculum design in Meaningful Learning, students with distinct gender presenting no significant difference in curriculum design and learning achievement in Meaningful Learning, students with different learning styles revealing remarkable differences in learning achievement, and students in the experimental group appearing higher learning achievement than the ones in the control group, with notable differences.

The research outcomes could be the reference of material design for teachers and provide educators with the reference of mobile as meaningful media material design.

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