多元觀點的歷史教育逐漸強調歷史思維和協作問題解決能力的發展，且認知鷹架可以在教育遊戲中提供即時指導，以促進學習者對歷史知識的正確理解和討論。本研究設計一個結合認知鷹架與歷史思維的中國清朝歷史教育遊戲《虛空破碎 2.0》，搭配協作問題解決的小組討論活動，引導學生使用歷史思維技能進行遊戲內挑戰和協作問題解決活動，並對學習成效、認知鷹架使用行為、與歷史思維技能討論互動模式三個面向進行分析。
本研究實驗有 158 名高中生為參與者，分為實驗組(遊戲式學習)和控制組(紙本閱讀)。結果發現，學生的學習成效都有提升，但兩組間並無顯著差異，顯示實驗組在額外具備協作互動的遊戲活動中也能夠得到與閱讀活動相同的歷史學習成效。針對實驗組深入分析學生對認知鷹架的需求，在遊戲時間的前半段需要線索性的資訊，而後半段需要提示性的資訊。
實驗組中，高先備知識的學生願意分享他們的理解，並帶來更多不同類型的訊息組合以得到結論或原因。對於短訊息的需求沒有明顯增加，偏好較具主題性的討論並從中獲得幫助而非認知鷹架。而低先備知識的學生則更願意與同伴一起尋找有關時間推理的訊息，並反覆探究自己可能注意到的線索。對於短訊息的需求明顯增加，偏好較具探索性的討論並從認知鷹架中共同探索與貢獻所發現的資訊。

History education from multiple perspectives gradually emphasizes the development of historical thinking and collaborative problem-solving abilities. Cognitive scaffolding can provide immediate guidance in educational games to promote learners' correct understanding and discussion of historical knowledge. This study designed the history educational game "Void Broken 2.0" in Chinese Qing Dynasty, combining cognitive scaffolding and historical thinking. It is paired with collaborative problem-solving group discussion activities to guide students to use historical thinking skills to carry out in-game challenges and collaborative problem-solving activities, and that analyzes three aspects: learning effectiveness, cognitive scaffolding usage behavior, and historical thinking skills.
This research experiment involved 158 high school students as participants, divided into an experimental group (game-based learning) and a control group (paper reading). The results showed that students' learning effects were improved. Still, there was no significant difference between the two groups, indicating that the experimental group could also obtain the same history learning effects as reading activities in additional collaborative and interactive game activities. For the experimental group, an in-depth analysis of students' needs for cognitive scaffolding revealed that clued information is needed in the first half of the game time, and suggestive information is needed in the last half of the game time.
In the experimental group, students with high prior knowledge were willing to share their understanding and bring more different types of information combinations to arrive at conclusions or reasons. The demand for short information has not increased significantly, and they prefer more topical discussions and get help from them rather than cognitive scaffolding. Students with low prior knowledge were more willing to look for information about temporal reasoning with their peers and explored clues repeatedly they might have noticed. The demand for short information has increased significantly, with a preference for more exploratory discussions and joint exploration of the information discovered from the cognitive scaffolding.

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