知識的取得與其發生的環境息息相關，然而在學校課堂中真實情境往往難以取得。相關研究證實蘇格拉底式提問法對能夠幫助學習者解決問題與分析概念，然而師生比例低的學校教育中難以讓每位學生皆有機會以此方式學習。腹語術即為一種一人分飾多角的表演方式，透過設計腹語表演，學習者不僅能於過程中站在兩個角色的立場進行蘇格拉底式對話來為角色提供適當語境，亦能將內心中自我對話的過程作為表演展現出來，相關研究亦證實腹語行為能幫助參與者理解生活情境中事件的關係。機器人的應用也被證實對學習者之學習成效有益，科技發展與自然語言處理技術的進步使得在教室中使用機器人的門檻降低。本研究使用數位學習劇場作為情境式學習系統，讓學習者以機器人做為腹語娃娃設計專屬腹語術表演，並將與其共同排演，最終於數位學習劇場中共同演出已展現學習成果。實驗結果證明使用本研究開發之系統對學習者之學習成效具有正面的影響。

The acquisition of knowledge is strongly related to the environment in which it occurs, but real situation is always difficult to acquire in the classrooms. Relevant studies have confirmed that the Socratic questioning method can help learners solve problems and analyze concepts. However, in schools with a low teacher-student ratio, it is difficult for every student to have the opportunity to learn in this way. Ventriloquism is one of the ways of performing to play multiple roles. By designing ventriloquism, learners can not only stand in the position of two characters and conduct Socratic dialogues in the process to provide appropriate context for the characters, but also The process of inner self-dialogue is shown as a performance. Related research has also confirmed that ventriloquism can help participants understand the relationship between events in life situations. The application of robots has also been proved to be beneficial to learners' learning effectiveness. The development of science and technology and the advancement of natural language processing technology make it easier to use robots in classrooms. This research uses Digital Learning Theater (DLT) as a situated learning system, allowing learners to use robots as ventriloquism dolls to design exclusive ventriloquism performances and rehearse them together. Finally, they will perform together in DLT to show their learning outcome. The results prove that the use of the system developed by this research has a positive impact on the learning effectiveness of learners.

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