This multiple paper dissertation addressed several issues revolving around the estimation of effect sizes for computer-based scaffolding in problem-centered STEM education. STEM jobs are outpacing all other jobs and STEM workers are expected to solve complex problems. However, students often struggle with complex problem activities. Research on computer-based scaffolding has been shown to produce large learning gains in STEM fields. Yet, previous meta-analyses have not been able to pinpoint which scaffolding characteristics impact learning gains the most. This lack of insight impedes researchers and learning designers from developing more effective computer-based scaffolds. This dissertation (a) provides insights on the gaps in computer-based scaffolding syntheses, (b) reveals the conflation of terminology that has been used to characterize scaffolding, (c) details a taxonomy for the various forms of computer-based scaffolding, and (d) conducts a meta-analysis to estimate which scaffolding forms and combinations of computer-based scaffolding forms produce the largest learning gains in collegiate engineering education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]