Based on the Science Technology and Society (STS) teaching framework, a ubiquitous situated learning system was developed in this study using emerging man-machine interaction technologies, such as iBeacon and Quick Response codes (QR code), to teach the science, technology and society aspects of smart green buildings. After the teaching experiment, statistical analyses were conducted to explore the connections among the subjects' sex, prior knowledge levels, quiz scores, time spent in completing the quiz, confidence in their knowledge about smart green buildings, perceived usefulness of the system, and learning interest. The subjects in this study were 35 junior students of a department of architectural design at a university in Taiwan. Twenty-six of them were male and 9 female. According to the analysis of the results, the use of the system could help to significantly improve the students' learning results regardless of the differences in their prior knowledge levels. In addition, the interactive learning provided by the system was accepted by the students and it could help the students to effectively improve their test scores, knowledge confidence and learning interest.