Student Use of Scaffolding Software: Relationships with Motivation and Conceptual Understanding Kyle A. Butler Æ Andrew Lumpe Published online: 14 May 2008 Ó Springer Science+Business Media, LLC 2008 Abstract This study was designed to theoretically articu- late and empirically assess the role of computer scaffolds. In this project, several examples of educational software were developed to scaffold the learning of students performing high level cognitive activities. The software used in this study, Artemis, focused on scaffolding the learning of stu- dents as they performed information seeking activities. As 5th grade students traveled through a project-based science unit on photosynthesis, researchers used a pre-post design to test for both student motivation and student conceptual understanding of photosynthesis. To measure both variables, a motivation survey and three methods of concept map analysis were used. The student use of the scaffolding fea- tures was determined using a database that tracked students’ movement between scaffolding tools. The gain scores of each dependent variable was then correlated to the students’ feature use (time and hits) embedded in the Artemis Inter- face. This provided the researchers with significant relationships between the scaffolding features represented in the software and student motivation and conceptual under- standing of photosynthesis. There were a total of three significant correlations in comparing the scaffolding use by hits (clicked on) with the dependent variables and only one significant correlation when comparing the scaffold use in time. The first significant correlation (r = .499, p \ .05) was between the saving/viewing features hits and the stu- dents’ task value. This correlation supports the assumption that there is a positive relationship between the student use of the saving/viewing features and the students’ perception of how interesting, how important, and how useful the task is. The second significant correlation (r = 0.553, p \ 0.01) was between the searching features hits and the students’ self-efficacy for learning and performance. This correlation supports the assumption that there is a positive relationship between the student use of the searching features and the students’ perception of their ability to accomplish a task as well as their confidence in their skills to perform that task. The third significant correlation (r = 0.519, p \ 0.05) was between the collaborative features hits and the students’ essay performance scores. This correlation supports the assumption that there is a positive relationship between the student use of the collaborative features and the students’ ability to perform high cognitive tasks. Finally, the last sig- nificant correlation (r = 0.576, p \ 0.01) was between the maintenance features time and the qualitative analysis of the concept maps. This correlation supports the assumption that there is a positive relationship between the student use of the maintenance features and student conceptual understanding of photosynthesis. Keywords Scaffold Á Conceptual understanding Á Technology Á Concept maps Because the pace of technology is exponentially rising, facilitating a knowledge explosion, many standards are This material is based upon work supported by the National Science Foundation (REC9980055). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. K. A. Butler (&) Department of Educational Leadership, Middle Tennessee State University, Murfreesboro, TN 37132, USA e-mail: kbutler@mtsu.edu A. Lumpe Department of Curriculum & Instruction, Seattle Pacific University, Seattle, WA 98119, USA e-mail: lumpea@spu.edu 123 J Sci Educ Technol (2008) 17:427–436 DOI 10.1007/s10956-008-9111-9