教師建立Facebook社團，期望學生參與社團討論達到課程學習之目的。本研究實驗組學生使用Facebook社團N=36與對照組學生不使用Facebook社團N=36，檢視實驗組學生使用Facebook社團學習助益。回收有效網路問卷共72份且回收率95%，樣本數女性N=44、男性N=28。研究分析：學習動機指標評估每週參與瀏覽時間、留言次數、觀看次數、登入次數，以單因子變異數與Least Significant Difference事後檢定，皆具有P-value＜0.05顯著性差異；實驗組與對照組進行學習成效獨立樣本T檢定，前測無顯著性差異而後測具有P-value＜0.05顯著性差異。研究結論:學習動機指標評估學生參與Facebook社團時間與次數愈多且學習成效分數愈高，而後測學習成效實驗組高於對照組，顯示使用Facebook社團確實提升學生學習助益。

The teachers created a Facebook community with the hope that the students who participate in community discussions would achieve the course objectives. The experimental group of students who used Facebook community were N=36; the control group of students who did not use the Facebook community were N=36. Improvements in learning effectiveness were seen in the experimental group of students who used the community. The number of viable online surveys totaled 72 with a response rate of 95%. The number of females in the sample size was N=44 and males N=28. The research analysis evaluated the learning motivation indicators such as the amount of time spent on the community each week, the frequency of comments left, the number of views, and the number of logins. A One-way ANOVA and Least Significance Difference analysis showed that all factors had a statistically significant difference with a p-value＜0.05. An independent sample T-test was conducted for the learning effectiveness of the experimental and control groups. The pre-test scores did not show statistical significance but those of the post-test did with a p-value＜0.05. The study has thus concluded from the evaluation of the learning motivation indicators that students that spend more time on the Facebook community and have a higher frequency of visits tended to have higher learning effectiveness. The post-test scores of students in the experimental group were higher than those of the control group, demonstrating that using Facebook community does raise the learning effectiveness of students.