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The study aims to examine how digital learning activities based on conceptual learning would affect the fifth grader's learning yield to the "Campus Vegetation" unit in primary school, through which to analyze the student's conceptual changes, and to examine the students' attitude toward digital learning activities that would serve as references in developing digital learning activities. The study's conclusion is described in four parts. 1. The researcher's teaching design concept and process: The research anticipates that the student be able to observe the plant characteristics firsthand on campus, and be able to utilize a PDA to supplement their campus vegetation learning, coupled with researching plant information via the Internet, in anticipation of excelling the student's plant knowledge and computer aptitude through such experience. 2. The students' campus plant segment learning achievement and performance: The experiment group's undergoing the campus vegetation segment's digital learning activity and assessed by SPSS independent sample T assessment finding, where F - 46.956 that indicates reaching a significant level, is indicative that the experiment group's learning yield is ominous superior than that of the control group. 3. The impact to the students by using a PDA to aid the campus vegetation learning: The students are indeed interested in the PDA-aided learning experience, which has somewhat enhanced their learning motivate, if not for the PDA's high cost and less prevalent usage that have relatively diminished the student's learning time. 4. the student's learning feedback following the teaching experience: as the schoolchildren on the experiment group have demonstrated ominous differences in their campus vegetation conceptual learning, which suggests that the PDA-aided campus vegetation digital learning activity will tend not to create negative impact to the schoolchildren's conceptual learning.