本研究以Line群組建構無所不在的微積分輔助學習並進行學習成效檢定。研究結果顯示實驗組在四次微積分考試平均成績與學期總平均優於控制組外，並在第一次考試、第二次考試、第三次考試與學期總平均成績達到統計上的顯著差異，結果顯示以Line群組建構無所不在的微積分輔助學習確實能達到提升微積分學習的成效。針對實驗組學生在考試前在無所不在的微積分輔助學習群組有較多的詢問及問題回答者對比較少詢問及問題回答者的平均成績之差異的研究結果顯示，提問較多族群在四次微積分考試與學期總平均成績優於提問較少族群外，並在第一次考試、第二次考試成績達到統計上的顯著差異。此項結果顯示學生在Line群組多參與討論問題確實能達到提升微積分學習的成效。針對實驗組學生對於Line群組建構無所不在的微積分輔助學習滿意度調查問卷結果顯示，學生對於老師公告在Line群組內容與補充題目、班上同學在Line群組的問題回覆內容、使用手機拍照功能以解決手機上無法輸入數學符號的問題、整體使用Line群組來輔助微積分學習等結果顯示，實驗組學生對於以Line群組建構無所不在的微積分輔助學習是肯定且有幫助。

In this research, we use Line Group to construct the ubiquitous Calculus assistant learning environment and test the learning effectiveness. The research results show that the scores of experimental group in the four times exams and whole semester sores are better than the control group. The scores in the first, second, third exams and whole semester scores have statistics significant difference. These results show that use Line Group to construct the ubiquitous Calculus learning assistant can actually improve the learning effectiveness for Calculus. For the scores of experiment group students that asking and replying more questions before exams are better than less asking and replying questions students before exams. The scores in the first and second exams have statistics significant difference. These results show that the experiment group students asking and replying more questions before exams can really improve the learning effectiveness for Calculus. The results of satisfaction questionnaire for experimental group students using the Line Group of ubiquitous Calculus learning assistant show that students strongly affirm the supplementary documents by teacher, the replying results by classmates, using the photograph function of cell phone to solve the problem cannot input mathematical symbols, improving the effectiveness of learning Calculus.