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..
In 2016, with the widespread use of the somatosensory technology, the improvement of virtual reality and the head-mounted monitors, a lot of research and innovation emerged. The VR head-mounted monitors aren't used at fixed places. Learning by using the First Person perspective to execute the games, learners can escape the limit of monitors. Beginners will reduce the willingness to learn due to incorrect movements, operating the devices without coaches, and unable to observe oneself simultaneously. This study is based on experiential VR device, using Virtual coach and expanding mirror for auxiliary teaching and observing self-training process. Experimental observation method and questionnaire survey are applied to test. The test subjects are 53 boys and girls aged 18 to 25 years old who haven't had contact with gym equipment. The study shows that 70 percent of the subjects hold a positive recognition towards the system operation and they can force on the correct position. The satisfaction is affected due to not being familiar with the way the game is operated for some learners. In the open questionnaire, learners mention that weight training materials provide them with the opportunity to view and correct their body movements and also raise learner's fitness will.
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