博物館具有豐富多元的跨領域學習資源和開放性學習場域，可提供真實學習情境輔助素養導向學習。近年來，實境解謎遊戲逐漸被應用在博物館學習，透過有趣的問題解決活動吸引學習者主動參與，促進與博物館情境的互動。然而，大多學習者缺乏足夠的先備知識和後設認知能力可完成實境解謎遊戲的學習任務。為輔助學習者實境解謎遊戲學習，必須提供適當回饋幫助學習者自我調整學習，解決學習過程中所遇到的問題。因此，本研究嘗試開發一智慧聊天機器人於博物館實境解謎遊戲中，應用自然語言處理技術與決策樹提供一專家系統，針對學習者不同需求提供適性回饋。為探討智慧聊天機器人輔助實境解謎遊戲式學習的成效，本研究將此學習模式應用於某科學博物館的學習活動中。參與實驗的對象為國小六年級兩個班級，共39名學習者，實驗組使用智慧聊天機器人輔助實境解謎遊戲式學習，控制組學生使用一般實境解謎遊戲式學習。實驗結果顯示智慧聊天機器人輔助實境解謎遊戲式學習可有助於改善學習者的後設認知覺知、情感參與、行為參與及博物館學習印象。另外，學習成就和認知參與無顯著差異。

Museum provides a free-choice learning environment with fruitful interdisciplinary learning resources to support competency-based learning in authentic learning contexts for diverse learners. Recently, alternate reality game has been applied in museum learning to encourage learners’ active engagement and their interactions with museum contexts through playful problem-solving activities. However, most learners have insufficient prior knowledge and metacognitive skills to complete the learning tasks in alternate reality games. To support learning with alternate reality games, there is a need to provide proper feedback so that the learners are capable of self-regulated learning and solve the encountered problems during the learning process. Therefore, this research intends to develop an artificial intelligence-based chatbot approach in alternate reality game-based learning to promote learning in museums. The aforesaid learning approach was implemented in a field-trip learning activity in a science museum to examine the effectiveness of this learning approach. The participants include 39 learners from two sixth-grade classes. The learners in the experimental group learned with the artificial intelligence-supported chatbot approach in alternate reality games-based learning, while those in the control group learned with a conventional alternate reality game-based learning approach to support their learning in the museum. The results showed the artificial intelligence-based chatbot approach can significantly improve metacognition awareness, affective engagement, and behavioral engagement. On the other hand, there were no significant differences between the two groups in terms of learning achievements and cognitive engagement.

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