This study explores the use of a variety of scaffolds in the computer-based learning environment (CBLE) based on theories to promote self-regulated learning. First, general theoretical constructs underlying the CBLE are described, in which the focus lies on the concept of scaffolding. Then the interface and the content of the CBLE are illustrated. Finally, the scaffolds implemented in the CBLE are described. Results showed a high use of the scaffolds by elementary school learners. However, a

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... rease in scaffolding use was found over time. In addition, no differences were found between embedded and non-embedded scaffolding use. Relating these findings to the time learners spent in the CBLE, conclusions towards future designs and use of the CBLE and its scaffolds can be made.