This study aims to discuss the correlations among learning styles, meaningful learning, and learning achievement. Directed at the rather difficult to comprehend human blood circulation unit in the biology materials for junior high school students, a Mobile Meaningful Blood Circulation Learning System, called MMBCLS gamification learning, was developed. In the study, the instructional design is based on meaningful learning and follows the principles of digital game-based learning models to design after-class multimedia materials, which allow learners to enjoy learning. With a quasi-experimental design, Kolb's learning styles scale and meaningful learning scale were utilized as research instruments. Taking a G8 class as the subject, 46 valid questionnaires were returned. The research findings show divergences in mobile game-based learning styles: students with convergent styles highly regarded the well-designed curriculum in meaningful learning; student gender presented no significant difference in curriculum design and learning achievement in meaningful learning; students with different learning styles revealed remarkable differences in learning achievement; and students in the experimental group apparently had a higher learning achievement than the students in the control group, with notable differences. The research outcomes could be cited by teachers for designing material and provide educators with a reference for the mobile as meaningful media material design.