從文獻探討與對小學教師的訪談發現，在進行植物單元教學時，大部分學生是以背誦記憶的方式準備評量，雖然有研究者進行校園植物數位輔助教材的開發，但仍無法有效解決問題。基此，本研究設計一套Facebook電腦遊戲，採用準實驗研究法，以國民小學五年級學生為對象，實驗組進行「Facebook遊戲學習」，對照組進行「紙筆練習學習」，研究結果經由單因子共變數分析，發現實驗組學生在自然科植物單元整體學習成效上，顯著優於對照組。實驗組學生對「Facebook遊戲學習」的滿意度達4.32分，訪談資料分析顯示：Facebook遊戲學習能夠吸引學生的學習興趣、激勵學習信心及促進小組合作學習。據此，本研究歸納四項結論和建議，作為後續研究之參考。

Through the literature review and elementary school teacher interview, we found that most of students prepared their assessments of the unit of plants by recitation. Although there are several researchers designed digital assistant instructional materials to aid students for plant-unit learning, helping student learning effectively is still a critical issue. Based on this point, the purpose of this study was to design a learning game for students in Facebook, and use the quasi-experimental research method to explore the learning effects between experimental group (Facebook game learning) and control group (pen and paper learning) in fifth-grade elementary school students. By ANCOVA analysis, we found that the learning effect of the experimental group students in plant-unit learning assessment are significantly better than that of control group students. The satisfaction mean score of Facebook game learning is 4.32 (Likert Five-Point Scale) in experimental group, and the analysis of interview data shows that students are interesting in Facebook games learning, the learning motivation and confidence were promoted in cooperative learning groups. According these findings, this study summarized four conclusions and four recommendations as a reference for follow-up study.