Modeling Discussion-based Learning in a Classroom Context Project

McEneaney, J. E. (2025).  An Agent-based Model of Small Group Discussion [NetLogo Computer Software].

Zeng, Y. & McEneaney, J. E. (2022). Not All Competitions Are the Same: Digital Game-based Learning Environments That Incorporate Competition Facilitate Students' Learning Motivation, Journal of Research Initiatives, 7(1), Article 2. Available at: https://digitalcommons.uncfsu.edu/jri/vol7/iss1/2

McEneaney, J., & Morsink, P. (2022). Curriculum Modelling and Learner Simulation as a Tool in Curriculum (Re)Design. Journal of Learning Analytics, 9(2), 161-178. https://doi.org/10.18608/jla.2022.7499 

Henretty, D. J. & McEneaney, J. E. (2020). Bottom-Up and Top-Down Cues in a Comics Reading Task, Reading Psychology, 41:3, 183-204, DOI: 10.1080/02702711.2020.1768975

McEneaney, J.E. & Morsink, P. (2019). Computer-based modeling of student learning trajectories to guide curriculum design: A case study. Paper presented at the Fall 2019 CAEPCon meeting, September 27, 2019.

Zhang, X. & McEneaney, J. E. (2019). What is the influence of peer feedback and author response on Chinese university students’ English writing performance? Reading Research Quarterly, 55(1). https://doi.org/10.1002/rrq.259

Guzniczak, L., Jang, B. G., McEneaney, J. E., & Liu, Y. (2018). Investigating pre-service teachers' learning and integration of content in school-university partnerships and traditional field experiences. School-University Partnerships, 11(4), 16-36.

McEneaney, J. E., Gillette, C.A.R., Farkas, W.A. & Guzniczak, L.A. (2016). Online commerce as a digital literacy: A grounded theory approach. Journal of Literacy and Technology, 16(3), 219-257. ISSN: 1535-0975.

McEneaney, J. E. (2016). Simulation-based evaluation of learning sequences for instructional technologies. Instructional Science, 44(1), 87-106. DOI: 10.1007/s11251-016-9369-x

McEneaney, J. E. (2013). Agency effects in human–computer interaction. International Journal of Human-Computer Interaction, 29(12), 798-813. DOI:10.1080/10447318.2013.777826

McEneaney, J. E. (2011). Web 3.0, litbots, and TPWSGWTAU. Journal of Adolescent and Adult Literacy, 54(5), 376-378.

McEneaney, J. E. (2009). Agency attribution in human-computer interaction. In D. Harris (Ed.), Engineering psychology and cognitive ergonomics, HCII 2009 (pp. 81-90). Berlin: Springer-Verlag.

McEneaney, J. E.; Li, L., Allen, K., & Guzniczak, L. (2009). Stance, navigation and reader-response in expository hypertext. Journal of Literacy Research, 41(1), 1-45.

McEneaney, J. E. (2006). Agent-based Literacy Theory. Reading Research Quarterly, 41(3), 2-21.

McEneaney, J. E., Lose, M. K., & Schwartz, R. M. (2006). A transactional perspective on reading difficulties and Response to Intervention. Reading Research Quarterly, 41(1), 117-128.

McEneaney, J. E. (2003).  A transactional theory of hypertext structure.  Fifty-second Yearbook of the National Reading Conference, pp. 272-284.  Oak Creek, WI: National Reading Conference.

McEneaney, J. E. (2003).  Does hypertext disadvantage less-able readers?  Journal of Educational Computing Research., 29(1), 1-12.

McEneaney, J. E. (2002).  Prologue to an object-agent theory of reading.  Yearbook of the National Reading Conference.  Oak Creek, WI: National Reading Conference.

McEneaney, J. E. (2001).  Graphic and numerical methods to assess navigation in hypertext.  International Journal of Human-Computer Studies, 55, 761-786.

McEneaney, J. E. (2000).  Navigational correlates of comprehension in hypertext.  In Ken Anderson & Frank Shipman (Eds.), Proceedings of the 11th Hypertext Conference of the Association for Computing Machinery.  New York, NY: ACM Press.

McEneaney, J. E. (1999).  Visualizing and assessing navigation in hypertext.  In K. Tochtermann, J. Westbomke, U. Wiil, & J. Leggett (Eds.), Proceedings of the 10th Hypertext Conference of the Association for Computing Machinery, (pp. 61-70).New York, NY: ACM Press.

McEneaney, J. E., Kolker, J., Ustinova, H. (1999).  Technology  based global education and its implications for school/university partnerships.  International Journal of Social Education, 13(2), 66-76.

Kolker, J., Ustinova, H., & McEneaney, J. (1999).  School/university partnerships for global education: Toward a model for educational reform.  International Journal of Social Education, 13(2), 77-88.

McEneaney, J. E. (1997).  Teaching them to read Russian: Four hundred years of the Russian bukvar.  The Reading Teacher, 51(3), 210-226.

McEneaney, J. E. (1997).  Toward a post-critical theory of hypertext.  47th annual meeting of the National Reading Conference.  December 3, 1997.  Scottsdale, AZ.

McEneaney, J. & Sheridan, M. (1996).  A survey-based component for programme assessment in undergraduate preservice teacher education.  Research in Education, 55, 49-61. (PR)

McEneaney, J. E. (1996). A computational theory of skill acquisition and its implications for representation, access, and change in the lexicon during reading acquisition. Paper presented at the annual meeting of the National Reading Conference. December 5, 1996. Charleston, SC.

McEneaney, J. E. (1995). Developmental dyslexia in a computational model of reading. Paper presented at the annual meeting of the National Reading Conference. December 1, 1995. New Orleans, LA.

McEneaney, J. E. (1995).  Back-propagation learning under non-optimal supervision: Developmental dyslexia in a computational model of reading.  1995 Proceedings of the Annual Conference of the Midwest Artificial Intelligence and Cognitive Science Society, 126-131.

McEneaney, J., Soon, Y., Sprague, C., & Linek, W. (1994b).  A comparison of preservice teachers' computer attitudes in computer-education and non-computer instructional methods courses.  Journal of Technology and Teacher Education, 2(2), 183-195.

McEneaney, J. E. (1994). Does parallel distributed processing provide a plausible framework for modeling early reading acquisition? Paper presented at the annual meeting of the American Educational Research Association. April 4, 1994. New Orleans, LA.

McEneaney, J. E. (1994).  Neural networks for readability analysis.  Journal of Educational Computing Research, 10(1), 79-93.

McEneaney, J. E. (1992).  Computer-assisted diagnosis in reading: An expert systems approach.  Journal of Reading, 36(1), 36-47.

McEneaney, J. E. (1992).  A unification-based model of perceptual learning in reading: Part 2. Computational Implementation.  Journal of Artificial Intelligence in Education, 3(1), 81-104.

McEneaney, J. E. (1992).  Education and the free market mind.  The IUSB Review, 1(1), 4-9.

McEneaney, J. E. (1991).  A unification-based model of perceptual learning in reading: Part 1.  Logical foundations.  Journal of Artificial Intelligence in Education, 2(4), 51-69.

McEneaney, J. E. (1991).  A prototype expert system with applications in teacher training and the diagnosis and remediation of reading problems.  Computers in the Schools, 8(1/2/3), 315-317.

McEneaney, J. E. (1990).  Logic programming as a theoretical tool in educational research.  Journal of Artificial Intelligence in Education, 2(1), 63-78.

McEneaney, J. E. (1990).  Teaching machines to read: The artificial intelligence/reading connection.  Journal of Artificial Intelligence in Education, 1(4), 15-29.

McEneaney, J. E. (1990).  Do advance organizers facilitate learning?, A review of subsumption theory.  Journal of Research and Development in Education, 23(2), 89-96.