Large Private University Research Articles

A대학 한일 교환학생 프로그램 참여 대학생들의 경험 분석: 학생 교류를 통한 한일 관계 개선을 위한 함의를 중심으로

This study explores the impact of the Korea-Japan exchange student program on the development of individual students as well as the improvement of mutual understanding and relations between the two countries. To this end, in-depth interviews were conducted with students who participated in the Korea-Japan exchange student program at a large private university in the Seoul metropolitan area. The results showed that students overcame their existing negative perceptions of Japan through the exchange program and developed an open-mindedness and inclusiveness through cultural and historical exchanges with Japanese students. The study also found that the exchange program had a positive impact on students' career decision self-efficacy, foreign language proficiency, and cultural competence. In particular, students gained a more balanced understanding of historical and political issues between the two countries through local interactions, suggesting that the program could contribute to the development of trust and cooperative relations between the two countries in the long run. This study also highlights the need for differentiated program design that reflects students' academic and personal goals to enhance the effectiveness of exchange programs.

Assessing and Improving Medical-Spanish Language Proficiency Among Nursing Students.

Introduction: Language discordance among health care providers and patients has been shown to result in poor patient outcomes. Health care providers who identify as being proficient in the native language of their patients may decline the use of professional interpreters due to their self assessment of language proficiency. More information is needed about whether providers who speak Spanish are proficient in medical Spanish. This study measured medical-Spanish language proficiency among nursing students. Methods: A quantitative pretest posttest evaluation (N = 30) at a large private university in the northeastern U.S. compared student and faculty assessment of student language proficiency after taking a medical-Spanish course using the Interagency Language Roundtable (ILR). T-tests compared student's final, self-assessed ILR scores with faculty's final ILR scores. Results: A significant difference was noted between students' self assessments and faculty assessments of student language proficiency (Rater 1: t(29) = -2.660, p = 0.013; Rater 2: t(29) = -2.693, p = 0.012) with high interrater reliability (kappa = 0.875). There was a significant difference between students' self-assessment of language abilities before and after the course (t(29) = -3.694; p < 0.001). Conclusion: Objective assessment of medical-Spanish language proficiency following a medical Spanish course may more accurately measure proficiency than self-assessment alone.

Assessing Experiential Learning Program Design and Delivery Using Institutional Mission and Professional Standards

BackgroundHigh-impact practices (HIPs), such as mentored research, Capstone projects, study abroad, and field experiences, have been shown to improve college student engagement through experience-based learning. Research indicates that these practices can have high impact when they are intentionally designed and delivered to align with institutional mission and professional standards. The administrative structure of a HIP initiative may not consider how to assess program effectiveness. Few close examples exist in the literature to guide program staff to understand whether the HIPs supported by their programs are being designed and delivered for high impact. Our study details the efforts of one unit at a large private university to evaluate the implementation of an experiential learning initiative intended to support faculty to design and deliver high-impact practices to students. PurposeThis qualitative case study responds to the call for assessment to ensure that HIPs qualify as high impact. It illustrates a standards-based approach to evaluating a program of co-curricular, experientially based high-impact practices by determining how educational design and delivery aligns with the institution’s mission and professional standards for best practice. Methodology/approachTo qualitatively evaluate how well our HIP program aligned with institutional mission and HIP standards, we collected narrative data drawn from six faculty projects, faculty interviews, and reflections from 70 participating students. We used the institutional mission and established HIP professional standards as confirmatory themes to code the narrative and observe levels of coverage. Administrative directives were mapped against the confirmatory themes to identify areas of high and low emphasis and emergent themes that fell outside specific mission and standards language were considered for meaning. Findings/conclusionsOur qualitative assessment of a HIP program revealed program strengths and areas in need of improvement. By evaluating the concentration of institutional mission and professional standard themes across the project narratives and within the way the program was structured and administered, we found strong alignment existed in the areas of intellectual growth and interaction with faculty and peers. When we found that other mission themes and standards were present at lower levels, we mapped the administrative directives to the themes and discovered that the high concentration themes occurred more frequently in the directives. This insight led us to observe that addressing all mission and professional standard themes more clearly in the design phase could serve to align administrative directives more closely. In addition to the presence of confirmative themes across the data, we found emergent themes that had meaning to study participants but fell outside of the mission and industry standards. The evaluative process taught us important lessons around how administration-to-faculty program directives can impact the design and delivery of pedagogical practice. RecommendationsEducational leaders should consistently use institutional mission and professional standard language in directives to faculty and staff; training faculty in designing HIPs to meet professional standards can benefit underserved students; and recognizing meaningful themes that emerge through program evaluation can illuminate important unanticipated outcomes.

A Critical look at the Governance of Universities in the Face of Challenges: Passeism v/s Smart Governance with Data Sciences. Case of Lebanese Universities

The Lebanese private universities must respond to the current and future challenges within the framework of the globalization process. This requires important reforms with a high cost. This article analyzes the modes of governance of these universities, the risks involved and the management tools. A semi-structured interview survey was conducted among large private universities on current practices. It aims to dissects the different elements of governance, as well as the use of data science and key performance indicators in five sections: research, teaching, international relations, budget and financing, and finally student life and its environment. The analysis of the results shows that governance arrangements in universities are played out from two angles: there is a clear divergence between official arrangements and the real play of power. It also highlights fairly similar, if not identical, general structures, but very specific variations in the competencies of the supreme administrative councils, and the pivotal role played by the Presidents of these councils as orchestral conductors. In the second part of the survey, the analysis of the indicators reveals a dual aspect of reliability, on the one hand, but above all under-utilization, or limited utilization, on the other. These results will encourage the use of data science and artificial intelligence in decision making.

Swipe Left on Sexual Harassment: Understanding and Addressing Technology-Facilitated Sexual Violence on Dating Apps.

Dating violence is a pervasive issue that has become increasingly complex to address as technologies mediating interpersonal connections become more widely utilized. The incidence and ways in which violence manifests through digital media are not fully understood. This study aimed to better understand the relationship between geolocational dating apps like Tinder, Bumble, and Grindr and technology-facilitated sexual violence (TFSV) among university students. An anonymous survey was electronically administered to a convenience sample of 1,000 undergraduates at a large private university in the southeastern United States. Participants indicated their dating app usage and the frequency of specific TFSV experiences they had encountered. Chi-square tests were conducted to identify relationships between demographic characteristics and experiences of TFSV. Multivariate logistic regression was conducted to predict TFSV based on respondent characteristics. A total of 910 respondents completed the survey, with more than half (54%) of respondents reporting some type of TFSV while using dating apps. Women and non-heterosexual students experience significantly more TFSV than male and heterosexual students. While participants' academic year (first-year through senior) and participation in extracurricular activities were not associated with TFSV, dating app selection was a significant predictor of the likelihood to report TFSV, with Grindr users being significantly more likely to report. Major Implications Due to the near-ubiquitous use of dating apps in this population, interventions to address campus social norms, comprehensive sexuality education, and consent education, and improved regulation of TFSV by technology companies should be implemented- especially for cisgender, heterosexual women, and gender and sexual minorities.

ChatGPT‐3.5 and ‐4.0 and mechanical engineering: Examining performance on the FE mechanical engineering and undergraduate exams

AbstractThe launch of Generative Pretrained Transformer (ChatGPT) at the end of 2022 generated large interest in possible applications of artificial intelligence (AI) in science, technology, engineering, and mathematics (STEM) education and among STEM professions. As a result many questions surrounding the capabilities of generative AI tools inside and outside of the classroom have been raised and are starting to be explored. This study examines the capabilities of ChatGPT within the discipline of mechanical engineering. It aims to examine the use cases and pitfalls of such a technology in the classroom and professional settings. ChatGPT was presented with a set of questions from junior‐ and senior‐level mechanical engineering exams provided at a large private university, as well as a set of practice questions for the Fundamentals of Engineering (FE) exam in mechanical engineering. The responses of two ChatGPT models, one free to use and one paid subscription, were analyzed. The paper found that the subscription model (GPT‐4, May 12, 2023) greatly outperformed the free version (GPT‐3.5, May 12, 2023), achieving 76% correct versus 51% correct, but the limitation of text only input on both models makes neither likely to pass the FE exam. The results confirm findings in the literature with regard to types of errors and pitfalls made by ChatGPT. It was found that due to its inconsistency and a tendency to confidently produce incorrect answers, the tool is best suited for users with expert knowledge.

Predicting physical activity engagement among college students: A logistic regression analysis of lifestyle influences

This research aimed to create a model that could predict how likely college students are to participate in physical activities (PA) using a method called logistic regression analysis. The study collected data from 1,118 students at the largest private university in Mindanao, Philippines, through a survey called the physical activity engagement survey (PAES). An analysis of the students' backgrounds found that most of them were single, did not have jobs, were female, and did not have children. The study also looked at the students' lifestyles and found many did not have a family history of illness but did consume a lot of junk food and alcohol and did not often walk from home to school. The analysis using logistic regression found important factors that could predict if students would take part in PA. It was discovered that male students were more likely to be active than female students. Surprisingly, students studying degrees that required physical effort and those who had jobs were less likely to be active. On the other hand, students who had a strong interest in PA and knew its benefits were more likely to be active. The model was able to correctly identify whether 72.9% of the students were active or not. Additionally, it was noted that students often ate out, consuming a lot of burgers, fried foods, sweets, and sugary drinks. The study also looked at how students viewed their physical education (PE) classes, their own fitness levels, and how effective they thought their PE teachers and facilities were. Overall, students had a positive view but also pointed out some areas that could be better. This detailed analysis shows that many different factors, like background, lifestyle, and perceptions, play a role in whether college students are likely to engage in PA. The findings suggest that efforts to encourage PA among students should be tailored to address these diverse factors.

The effect of epistemic beliefs and emotions on students' attitudes toward genetically modified foods

AbstractA large body of research literature has explored socio‐scientific issues (SSIs) in science teaching and learning, documenting the impact of epistemic beliefs on epistemic emotion, which influences student's reactions to complex scientific topics. Often, students' reactions reflect scientific misconceptions, the correction of which may result in emotional and attitudinal changes. However, research has not fully explored the impact of students' epistemic beliefs on emotions and attitudes toward genetically modified foods (GMFs). The purpose of this study was to examine the effects of students' epistemic beliefs on epistemic emotions and attitudes toward GMFs. A quantitative correlational research design was utilized with 78 students at a large private university in the Mid‐Atlantic United States. Participants' epistemic beliefs were assessed prior to reading a refutation text and a persuasive text about GMFs. Afterward, they completed questionnaires about epistemic emotions and attitudes toward GMFs. Results indicated that no statistically significant predictive relationship exists between the participants' epistemic beliefs and emotions or between epistemic beliefs and attitudes toward GMFs. However, a statistically significant predictive relationship was demonstrated between negative epistemic emotions and negative attitudes toward GMFs. The scholarly contributions and practical implications of these findings are discussed along with recommendations for future research.

Academic writing in English: Lessons from an EMI-program in Japan

As international students and English-medium Instruction (EMI) programs increase, Japanese universities need to adapt their programs to fulfill the needs of these students. One often overlooked area is academic writing in English. This paper discusses an action research study examining the challenges of providing formal academic writing support for English-speaking students in an EMI-program at one large private university in Tokyo. The study utilizes a participatory action research approach (Burns, 2009). The study attempted to examine what aspects of academic writing are these students most confident and most insecure about, and what aspects of the writing course did the students feel are most useful for them in preparing them for further academic writing, and how this EMI program can help students overcome these challenges. The data comes from a multiple choice and open answer questionnaire as well as focus group interviews. Suggestions on how to create and implement successful academic writing courses in an EMI context, based on the lessons learned from this course from the administrative point-of-view as well as both from faculty and students’ perspectives will be provided to conclude.

Evaluation of The Accuracy and Success of Providing Smart Indonesia Card Assistance - Independent Lectures at XYZ University and ABC University

The provision of the Indonesia Smart Card-Independent College (KIP-KM) has been running since 2021. The current condition of KIP-KM is decreasing in numbers in almost all regions of Indonesia. Some universities still often change recipients and stop giving KIP-KM. Until now there is no information about the accuracy and success of the program, so there needs to be an academic study. This research aims to evaluate the implementation of providing KIP-KM to poor students in private universities under the guidance of LLDIKTI Region XII. XYZ University and ABC were chosen because these two universities are the largest private universities in LLDIKTI Region XII and have a large KIP-KM quota in Maluku. This research is qualitative research with analysis techniques Miles and Huberman (2014). Data collection using documentation and interviews. Data were analyzed using the CIPP evaluation model. The results showed that: 1) The KIP-KM program is contextually not entirely appropriate but has been successful; 2) The input is correct, but not yet fully successful; 3) The process is correct, but not yet fully successful; 4) Product-wise it is correct and successful.

The Influence and Involvement of Family Members in Career Decision-Making

Middle Eastern social standards promote familial affinity, respect for tradition, and strong family relationships. As a result, while choosing a career path, Lebanese youth are more likely to consider family expectations and responsibilities. This study intends to provide insights into the ways family influences career decisions to minimize delays in the student’s intended career paths. We surveyed 113 students from various majors at a large urban private university to better understand the relationship between family influence and career decisions. Our research employs a mixed-methods approach to obtain a comprehensive understanding of family involvement in college students’ career decisions and its effects on professional awareness and development. Our findings indicated that parents demonstrated their involvement and support for their children in terms of influence, academic engagement, and career choice. Both parents were active in their child’s career choices, making them the key influences. Family influence was also connected to career-related decisions, career satisfaction, and motivation. Parents’ financial situation and expectations also influenced their children’s decisions, either directly or indirectly. Due to the availability or absence of resources, the socioeconomic level of the family influences the child’s occupational choice. According to the data we gathered, males and females were equally impacted by their parents. Females’ first preference was the mother, followed by the father. Males prioritized the father, who was closely followed by the mother.

Creating English learning media using Canva: EFL students’ perspective

Learning media are important parts of the teaching and learning process. Using Canva as a tool for creating English learning media is one of the ways EFL students can do when preparing their teaching and learning practices. This study investigates EFL students’ perceptions of the kinds of English learning media created by the EFL students using Canva and the benefits of using Canva as a tool for creating English learning media as perceived by these students. The researchers employed a descriptive qualitative design to achieve the objectives of this study. This study was conducted at a large private university in Yogyakarta, Indonesia. The participants in this study were six EFL students from the 2019 batch. The researchers conducted interviews to gather in-depth experiences of the participants. The findings of this study indicate that EFL students have created seven different types of English learning media using Canva. The English learning media created by EFL students were presentation slides, textbooks, flashcards, video learning, Instagram content, Infographics, and Twibbons. The findings also elaborate on several benefits of using Canva to create English learning media as perceived by the EFL students. The benefits are that Canva is easy to use, provides various templates for various learning media, caters to EFL students’ creativity, saves time for the EFL students in creating teaching media, and allows EFL students to create fun multimodal learning media.

Oral behaviors in young adults: a multidimensional evaluation of the influence of personality, coping, and distress.

This study explored the relationship of oral parafunction to the psychological variables of personality, coping, and distress. Correlates of sleeping/waking-state oral activities with the different psychological factors were also examined, along with psychological predictors for high parafunction. Young adults from a large private university were enrolled. The frequency of oral behaviors was appraised with the oral behavior checklist (OBC), and participants were stratified into low and high parafunction (LP/HP) groups following the DC/TMD. Personality traits, coping styles, and psychological distress were assessed with the Big Five Personality Inventory-10 (BFI-10), brief-COPE Inventory (BCI), and Depression, Anxiety, Stress Scales-21 (DASS-21) correspondingly. Statistical evaluations were performed using the chi-square/Mann-Whitney U tests, Spearman's correlation, and logistic regression analyses (α = 0.05). Among the 507 participants (mean age 22.2 ± 1.5years), 84.6% and 15.4% had low and high parafunction respectively. While personality profiles did not vary substantially, the HP group exhibited significantly greater emotion-focused/dysfunctional coping, general distress, depression, anxiety, and stress scores than the LP group. Associations between OBC and the various psychological variables were weak when significant or insignificant. Neuroticism and dysfunctional coping were moderately correlated to general distress, depression, anxiety, and stress (rs = 0.44-0.60/0.45-0.51). Multivariate analyses indicated that high parafunction was predicted by dysfunctional coping style (OR = 2.55) and anxiety (OR = 1.33). Dysfunctional coping was the main risk factor for high parafunction, increasing its odds by about 2.5 times. Oral parafunction appears to be a dysfunctional coping response to psychological distress.

I’ll be there for you: The effects of exercise engagement on social support provision within undergraduate students’ personal networks

Objective: To use social network analysis to examine exercise participation relative to health and wellness support provision within students’ networks. Participants: 513 undergraduates from a large private university completed online surveys. Methods: Multilevel modeling assessed exercise engagement at the individual and dyadic level and support provision from network members. Results: More support was perceived by first and second-year students and individuals who reported more exercise engagement. Significant others, roommates, siblings, female network members, and those who exercised often provided greater support. Greater support was reported when both the participant and their social tie were involved in the campus group-exercise program. Conclusion: This study suggests individual and dyadic-level exercise was related to undergraduates feeling more supported. Findings support campus group exercise programs as opportunities to create reciprocal supportive ties for college students. Future research could further explore ways exercise and social support, particularly in group settings, affect health and well-being.

Nutrition knowledge and willingness to seek nutritional counseling: analysis of data among a sample of university students

PurposeThis study aims to assess nutrition knowledge (NK) and willingness to seek nutritional counseling (WSNC) and their predictors among university students in Lebanon.Design/methodology/approachA cross-sectional design was used to enroll students from two large private universities in Lebanon. Data were collected by a standardized questionnaire. NK scores on general and specific nutrition areas were computed. The predictors of NK and WSNC were determined by multivariable logistic regression analyses.FindingsA total of 370 students were included, among which 68% had good general nutritional knowledge, which appears to be associated with being a pharmacy student (adjusted OR (aOR) = 4.26 [95% confidence interval (CI) 1.55; 11.7]), and having a dietitian as a reference for nutritional information (aOR = 8.84 [95% CI 1.94; 40.3]). However, 64% of participants had a high specific nutritional knowledge score, which was related to either attending a school of arts and sciences or being a pharmacy student (aOR = 10.8 [95% CI 4.08; 28.5]). Most students (80%) had the will to seek nutritional counseling, which was positively associated with being a female (aOR = 2.01 [95% CI 1.10; 3.67]) and a pharmacy student (aOR = 2.62 [95% CI 1.15; 5.95]). The general nutritional knowledge score was significantly associated with the WSNC (aOR = 2.10 [95% CI 1.04; 4.25]).Originality/valueHigher nutritional knowledge and WSNC were found among students enrolled in health-related fields. These results underline how important nutrition education is as a strategy for inspiring college students to adopt healthy lifestyles.

Personality, psychosocial and oral behavioural risk factors for temporomandibular disorder symptoms in Asian young adults.

The relation between personality, psychosocial factors, somatisation, andoral behaviours as risk factors to temporomandibular disorder symptoms have notbeen well established. This study examined the association of temporomandibular disorder (TMD) symptoms with personality traits, psychological distress, somatisation and oral behaviours. The psychosocial and oral behavioural risk factors for TMD symptoms were also established in Asian young adults. Participants were recruited from a large private University. Based on the quintessential five TMD symptoms (5Ts) of the DC/TMD, the participants were stratified into those with no (NT), painful (PT), dysfunctional (DT) and mixed (MT) TMD symptoms. Personality traits, psychological distress, somatisation and oral behaviours were evaluated with the Big Five Inventory-10 (BFI-10), Depression, Anxiety, Stress Scales-21 (DASS-21), Patient Health Questionnaire-15 (PHQ-15) and Oral Behaviours Checklist (OBC) accordingly. Data were examined using Kruskal-Wallis/Mann-Whitney U and Chi-squared tests, as well as multivariate logistic regression analysis (α = .05). Of the 420 young adults (mean age 22.7 ± 1.1 years) evaluated, 41.4% had no TMD symptoms, while 17.4%, 20.0% and 21.2% reported PT, DT and MT, respectively. Though personality traits did not vary notably, participants with MT and PT had significantly higher levels of negative affectivity, anxiety and stress than the NT group. Moreover, those with MT and PT presented significantly greater somatisation and more oral behaviours than the DT and NT groups. Multivariate regression analyses indicated that anxiety, somatisation, sleep-related and waking-state nonfunctional oral activities were associated with painful and/or dysfunctional TMD symptoms. Except for sleep-related oral activity, psychosocial and oral behavioural risk factors differed for painful, dysfunctional and mixed TMD symptoms in Asian young adults.

Capacity Building for Organizational Resilience: Integrating Standards on Risk, Disruption and Continuity in the Curriculum

Disruption is an inevitable factor in business and society, while inability to mitigate and manage risk can cause irreparable damage to business, the economy, and our ways of life. The COVID-19 pandemic has heightened interest in standards-based strategies for risk management and crisis preparedness to enhance organizational and societal resilience. University curricula that integrate national and international standards offer students a rich skill-set for effective performance in their careers. Moving forward, we must cultivate capable professionals who understand the challenges and risks facing society, and who grasp standards and systems for strategic planning, response, and recovery to promote organizational resilience and sustainable development. This paper focuses on the effectiveness of integrating risk management and continuity standards into university curricula, based on implementation at a large private university and regional community college in the Northeastern United States. We propose and evaluate a modular approach to introduce students to specific national and international standards, and teach them to identify and apply relevant standards based on the locally driven, whole community nature of disaster preparedness, response, and recovery. Education using standards-based curriculum and the competencies that result will be key to readiness for tomorrow’s graduates.

Factors affecting learner’s satisfaction towards online learning during COVID-19 pandemic: A case study of Vietnam

&lt;span lang="EN-US"&gt;Online learning is being considered a new model of knowledge exchange in modern education. In parallel with the incredible impacts of the global pandemic, this is considered an opportunity to promote the development of online learning globally. Therefore, this study proposed a research framework including four factors affecting learner satisfaction towards online learning during the COVID-19 pandemic at a university, which are system quality, service quality, transformational leadership, and self-efficacy.&lt;/span&gt;&lt;span lang="EN-US"&gt; A questionnaire was conducted online to assess which 131 respondents were representative students from two large private universities in Da Nang: FPT University and Duy Tan University. The results from the regression analysis show that three factors have a positive impact on learner satisfaction during COVID-19. This study concludes that students at private universities in Da Nang prioritize system quality as the most significant factor in their satisfaction with the online learning system, followed by transformational leadership and the last one is self-efficacy. Therefore, it can be more strategic for private organizations, developers, software designers, or even transformation-trained trainers to be emphasized to build a system of processes for implementing online learning for students effectively.&lt;/span&gt;

To What Extent are Japanese University Students Successful in Motivating Themselves to Learn English through Project-based Language Education? An Assessment of Students after Two Years of PBL-based English Language Education

The objective of this study is to evaluate the efficacy of project-based learning (PBL) methods in teaching English at the Japanese university level from the perspective of motivational research. The case study focuses on the Project-based English Program (PEP) at a large private university in Japan, examining whether the program not only enhances English proficiency, but also motivates students to a higher level of self-determination. By analyzing these outcomes, this paper discusses the added value of PBL-based English education in terms of its effectiveness in motivating students. The analysis reveals that PEP has improved the English proficiency of the participants over the two-year curriculum, and that in terms of motivation, PEP has been successful to some extent in cultivating identified regulation, a relatively high level of self-determination among extrinsic motivation for English language learning. The results also indicate that the group tended to develop intrinsic motivation, a motivation with an even higher level of self-determination, suggesting that PBL-style classes are effective in facilitating the acquisition of high self-determined motivation. However, the results for stimulation, one aspect of intrinsic motivation, tended to show almost no acquisition, and the results for introjected regulation, an extrinsic motivation, were also scattered, suggesting that learners may retain some hesitation, conflict, and stress according to motivation theory. These findings can be utilized to improve educational programs in the future.

Chatbot’s Complementary Motivation Support in Developing Study Plan of E-Learning English Lecture

The present study investigates the effects of a chatbot’s motivation support style on the learner’s experience and intention to continue the study in the context of online English lectures. Seventy-nine undergraduate students were recruited from a large private university in Seoul, South Korea, and assigned to one of three learning plan development groups: develop a plan alone, autonomy support (i.e., a chatbot stimulating intrinsic motivation), or control support (i.e., a chatbot promoting extrinsic motivation) groups. The learners were classified into two groups based on their learning motivation types (i.e., intrinsic and extrinsic), and by doing so, the present study created a chatbot’s matched and non-matched motivation support conditions in learning plan development. The two support strategies were compared with a control condition (i.e., learners’ own plan making), and the results suggest that a chatbot with a non-matched motivation strategy increases learner self-efficacy, enjoyment, and intention to continue using the lecture. Furthermore, the study also explores the moderation effect of learning motivation types, and reveals that a chatbot’s control support significantly improves the learning experience. The present study provides new insight into improving user evaluation by strategically differentiating a chatbot’s conversational style and a user’s characteristics.