Essel, H. B., Vlachopoulos, D., Nunoo?Mensah, H., & Amankwa, J. O. (2024). Exploring the impact of VoiceBots on multimedia programming education among Ghanaian university students. British Journal of Educational Technology.https://doi.org/10.1111/bjet.13504

Essel, H. B., Vlachopoulos, D., Essuman, A. B., & Amankwa, J. O. (2024). ChatGPT effects on cognitive skills of undergraduate students: Receiving instant responses from AI-based conversational large language models (LLMs). Computers and Education: Artificial Intelligence, 6, 100198. https://doi.org/10.1016/j.caeai.2023.100198

Akomeah, R., Kquofi, S., Essel, H. B., & Asante, E. A. (2023). An analysis on the cultural contexts of B?so? as an endangered Asante traditional dance. Research in Dance Education, 1-16. https://doi.org/10.1080/14647893.2023.2220664

Baiden, P., Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., & Essuman, M. A. (2022). The effect of gamification on home economics students' motivation and engagement in drawing activities. Technology, Knowledge and Learning, 1-22. https://doi.org/10.1007/s10758-021-09566-7

Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Johnson, E. E., & Baah, P. K. (2022). The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education. International Journal of Educational Technology in Higher Education, 19(1), 57. https://doi.org/10.1186/s41239-022-00362-6

Boateng, A. A., Essel, H. B., Vlachopoulos, D., Johnson, E. E., & Okpattah, V. (2022). Flipping the classroom in senior high school textile education to enhance students’ learning achievement and self-efficacy. Education Sciences, 12(2), 131.https://doi.org/10.3390/educsci12020131

Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Nunoo, F. K. N., & Johnson, E. E. (2022). Nomophobia among Preservice Teachers: a descriptive correlational study at Ghanaian Colleges of Education. Education and Information Technologies, 27(7), 9541-9561. https://doi.org/10.1007/s10639-022-11023-6

Opuni-Frimpong, N. Y., Essel, H. B., Opuni-Frimpong, E., & Obeng, E. A. (2022). Sustainable development goal for education: teachers’ perspectives on climate change education in senior high schools (SHS). Sustainability, 14(13), 8086. https://doi.org/10.3390/su14138086

Essel, H. B., Vlachopoulos, D., Nyadu-Addo, R., Tachie-Menson, A., Baah, P. K., & Owusu-Antwi, C. (2022). The impact of mental health predictors of internet addiction among pre-service teachers in Ghana. Behavioral Sciences, 13(1), 20. https://doi.org/10.3390/bs13010020

Essel HB, Vlachopoulos D, Tachie-Menson A (2021) The relationship between the nomophobic levels of higher education students in Ghana and academic achievement. PLoS ONE 16(6): e0252880. https://doi.org/10.1371/journal.pone.0252880

Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Johnson, E. E., & Ebeheakey, A. K. (2021). Technology-induced stress, sociodemographic factors, and association with academic achievement and productivity in Ghanaian higher education during the COVID-19 pandemic. Information, 12(12), 497. https://doi.org/10.3390/info12120497

Essel, H.B., Vlachopoulos, D., Adom, D. and Tachie-Menson, A. (2021), "Transforming higher education in Ghana in times of disruption: flexible learning in rural communities with high latency internet connectivity", Journal of Enterprising Communities: People and Places in the Global Economy, Vol. 15 No. 2, pp. 296-312. https://doi.org/10.1108/JEC-08-2020-0151

Mohammed, S., & Essel, H. B. (2018). Motivational factors for blood donation, potential barriers, and knowledge about blood donation in first-time and repeat blood donors. BMC hematology, 18, 1-9. https://doi.org/10.1186/s12878-018-0130-3