This study explores the roles of students' help-seeking profiles when seeking help from AI chatbots, specifically ChatGPT, in a digital game-based learning environment, "Summon of Magicrystal." The study involved 102 middle school students who played an online game with the provision of ChatGPT and sought help from ChatGPT while solving physics problems. The results revealed that students' help-seeking profiles, help-seeking threats, help-seeking avoidance, and instrumental help-seeking were positively correlated. Students' instrumental help-seeking profile has a positive effect on game performance/engagement, while students' avoidance help-seeking profile has a positive effect on the number of game attempts. The findings highlight the importance of students' help-seeking profiles when considering designing AI-assisted game-based learning environments to better support students' science learning.