隨著科技的進步不受限於傳統的教學及學習方式，使用臉書的社團平台讓學生們將學習融入生活中，學生們能在社團平台中有更多的互動，這樣的學習方式是否影響學生們的學習成效是我們的研究方向。本研究的研究目的為：（1）共創價值對學生學習成效的影響（2）自我學習準備度對學生學習成效的影響（3）自我學習準備度對共創價值與學生學習成效的調節作用（4）自我調節對學生學習成效的影響（5）自我調節對共創價值與學生學習成效的調節作用。研究發現共創價值對於學習成效具有顯著影響;自我學習準備度對於學習成效也具顯著影響；自我調節對於學習成效具有顯著影響;自我學習準備度對共創價值與學生的學習成效則不具調節效果；自我調節對共創價值與學生的學習成效也不具調節效果。而本研究分為兩項，第一項為共創價值與自我學習準備度影學習成效；第二項為共創價值與自我調節影學習成效。在機器學習的部分我們發現學生在課程進行中使用臉書社團平台的自我學習準備度是最重要的，另外發現成績較好的學生雖然擁有良好的自我學習準備度和個人互動，但卻不會主動去幫助同學，其結果與第一項研究，共創價值與自我學習準備度影響學習成效之研究的結果相符。 As the advancement of technology is not limited to traditional teaching and learning methods, the Facebook platform is used to allow students to integrate learning into their lives. Students can have more interactions in the community platform. Does this learning style affect? The learning outcomes of the students are our research direction. The research objectives of this study are as follows: （1） the impact of co-creation value on students' learning outcomes; （2） the impact of self-learning readiness on students' learning outcomes; （3） the self-learning readiness's role in co-creating value and student learning outcomes. （4） The impact of self-regulation on student learning outcomes （5） The role of self-regulation in co-creating value and student learning outcomes. The study found that co-creation value has a significant impact on learning outcomes; self-learning readiness has a significant impact on learning outcomes; self-regulation has a significant impact on learning outcomes; self-learning readiness has no regulatory effect on co-creation value and student learning outcomes Self-regulation does not have a regulatory effect on the value of co-creation and the learning outcomes of students. The study is divided into two parts, the first is the value of co-creation and self-learning preparation, and the second is the effect of co-creation and self-regulation. In the part of machine learning, we found that the self-learning readiness of students using the Facebook community platform during the course is the most important. In addition, students with better grades have good self-learning readiness and personal interaction, but they will not. Taking the initiative to help the students, the results are consistent with the results of the first study, the value creation and the study of self-learning readiness affecting learning outcomes.
