Factors of problem-solving competency in a virtual chemistry environment: The role of metacognitive knowledge about strategies. - Ronny Scherer; Rüdiger Tiemann (Comput. Educ., 2012)

Psychometric Challenges in Modeling Scientific Problem-Solving Competency: An Item Response Theory Approach. - Ronny Scherer (ECDA, 2013)

The Big-Fish-Little-Pond-Effect revisited: Do different types of assessments matter? - Ronny Scherer; Fazilat Siddiq (Comput. Educ., 2015)

Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning. - Ronny Scherer; Fazilat Siddiq; Timothy Teo (Comput. Educ., 2015)

Revisiting teachers' computer self-efficacy: A differentiated view on gender differences. - Ronny Scherer; Fazilat Siddiq (Comput. Hum. Behav., 2015)

The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test. - Anubha Rohatgi; Ronny Scherer; Ove Edvard Hatlevik (Comput. Educ., 2016)

Teachers' emphasis on developing students' digital information and communication skills (TEDDICS): A new construct in 21st century education. - Fazilat Siddiq; Ronny Scherer; Jo Tondeur (Comput. Educ., 2016)

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. - Jo Tondeur; Johan van Braak; Fazilat Siddiq; Ronny Scherer (Comput. Educ., 2016)

Understanding students' performance in a computer-based assessment of complex problem solving: An analysis of behavioral data from computer-generated log files. - Samuel Greiff; Christoph Niepel; Ronny Scherer; Romain Martin (Comput. Hum. Behav., 2016)

Moving beyond the study of gender differences: An analysis of measurement invariance and differential item functioning of an ICT literacy scale. - Ove Edvard Hatlevik; Ronny Scherer; Knut-Andreas Christophersen (Comput. Educ., 2017)

"Sore eyes and distracted" or "excited and confident"? - The role of perceived negative consequences of using ICT for perceived usefulness and self-efficacy. - Ronny Scherer; Ove Edvard Hatlevik (Comput. Educ., 2017)

On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model. - Ronny Scherer; Jo Tondeur; Fazilat Siddiq (Comput. Educ., 2017)

Some critical reflections on the special issue: Current innovations in computer-based assessments. - Samuel Greiff; Ronny Scherer; Paul A. Kirschner (Comput. Hum. Behav., 2017)

Editorial to the special issue: Current innovations in computer-based assessments. - Ronny Scherer; Samuel Greiff; Paul A. Kirschner (Comput. Hum. Behav., 2017)

Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test. - Ronny Scherer; Anubha Rohatgi; Ove Edvard Hatlevik (Comput. Hum. Behav., 2017)

Revealing the processes of students' interaction with a novel collaborative problem solving task: An in-depth analysis of think-aloud protocols. - Fazilat Siddiq; Ronny Scherer (Comput. Hum. Behav., 2017)

Technology and the Mind: Does Learning to Code Improve Cognitive Skills? - Ronny Scherer; Fazilat Siddiq; Bárbara Sánchez Viveros (APAScience, 2018)

The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. - Ronny Scherer; Jo Tondeur; Fazilat Siddiq; Evrim Baran (Comput. Hum. Behav., 2018)

Editorial to the special section - Technology acceptance models: What we know and what we (still) do not know. - Ronny Scherer; Timothy Teo (Br. J. Educ. Technol., 2019)

Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. - Jo Tondeur; Ronny Scherer; Evrim Baran; Fazilat Siddiq; Teemu Valtonen; Erkko T. Sointu (Br. J. Educ. Technol., 2019)

The relation between students' socioeconomic status and ICT literacy: Findings from a meta-analysis. - Ronny Scherer; Fazilat Siddiq (Comput. Educ., 2019)

The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education. - Ronny Scherer; Fazilat Siddiq; Jo Tondeur (Comput. Educ., 2019)

A latent profile analysis of adult students' online self-regulation in blended learning environments. - Silke Vanslambrouck; Chang Zhu; Bram Pynoo; Koen Lombaerts; Jo Tondeur; Ronny Scherer (Comput. Hum. Behav., 2019)

All the same or different? Revisiting measures of teachers' technology acceptance. - Ronny Scherer; Fazilat Siddiq; Jo Tondeur (Comput. Educ., 2020)

A meta-analysis of teaching and learning computer programming: Effective instructional approaches and conditions. - Ronny Scherer; Fazilat Siddiq; Bárbara Sánchez Viveros (Comput. Hum. Behav., 2020)

Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review. - Timothy Teo; Siobhan Unwin; Ronny Scherer; Veronica Gardiner (Comput. Educ., 2021)

Teachers' agency and online education in times of crisis. - Crina Damsa; Malcolm Langford; Dan Uehara; Ronny Scherer (Comput. Hum. Behav., 2021)

Profiling teachers' readiness for online teaching and learning in higher education: Who's ready? - Ronny Scherer; Sarah K. Howard; Jo Tondeur; Fazilat Siddiq (Comput. Hum. Behav., 2021)

Teaching with technology: A large-scale, international, and multilevel study of the roles of teacher and school characteristics. - Evi Konstantinidou; Ronny Scherer (Comput. Educ., 2022)

Gender differences in information and communication technology use & skills: a systematic review and meta-analysis. - Atika Qazi; Najmul Hasan; Olusola Abayomi-Alli; Glenn Hardaker; Ronny Scherer; Yeahia Sarker; Sanjoy Kumar Paul; Jaafar Zubairu Maitama (Educ. Inf. Technol., 2022)

Investigating the antecedents of university students' perceived ease of using the Internet for learning. - Fang Huang 003; Timothy Teo; Ronny Scherer (Interact. Learn. Environ., 2022)

The more experienced, the better prepared? New evidence on the relation between teachers' experience and their readiness for online teaching and learning. - Ronny Scherer; Fazilat Siddiq; Sarah K. Howard; Jo Tondeur (Comput. Hum. Behav., 2023)

Will, skills, or conscientiousness: What predicts teachers' intentions to participate in technology-related professional development? - Tim Fütterer; Ronny Scherer; Katharina Scheiter; Kathleen Stürmer; Andreas Lachner (Comput. Educ., 2023)

Gender divides in teachers' readiness for online teaching and learning in higher education: Do women and men consider themselves equally prepared? - Ronny Scherer; Fazilat Siddiq; Sarah K. Howard; Jo Tondeur (Comput. Educ., 2023)

What predicts students' future ICT literacy? Evidence from a large-scale study conducted in different stages of secondary school. - Nicolas Hübner; Thorsten Fahrbach; Andreas Lachner; Ronny Scherer (Comput. Educ., 2023)

Untangling the Great Online Transition: A network model of teachers' experiences with online practices. - Jo Tondeur; Sarah K. Howard; Ronny Scherer; Fazilat Siddiq (Comput. Educ., 2023)

The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students' digital skills. - Beatriz Cabellos; Fazilat Siddiq; Ronny Scherer (Comput. Hum. Behav., 2024)

Digital gender gaps in Students' knowledge, attitudes and skills: an integrative data analysis across 32 Countries. - Diego G. Campos; Ronny Scherer (Educ. Inf. Technol., 2024)

New kid on the block? a conceptual systematic review of digital agency. - Fazilat Siddiq; Fredrik Mørk Røkenes; Andreas Lund; Ronny Scherer (Educ. Inf. Technol., 2024)