The effects of students responding to the teacher's in-class questioning on Facebook on participation, learning satisfaction and learning anxiety were examined. Based on its integration in one undergraduate engineering course for a whole semester, several findings were obtained. First, more than 85% of the participants felt that their learning attitudes, habits and behavior changed at the 'tremendous' and 'a great deal' levels after exposure. Second, 'inviting and equal participation for all' emerged as the one salient theme the designed activities created, leading to positive effects on various aspects of learning. Third, the majority of the participants associated positive emotional feelings (e.g., enjoyment, satisfaction, accomplishment) and did not associate negative feelings (e.g., worry, fear, pressure, nervousness) with the activities. Based on the results of this work, and in view of the need for active and reflective learners in today's society, and the low technological threshold and prevalent use of Facebook by undergraduates, suggestions for instruction are provided.