Conversational systems have come a long way since their inception in the 1960s. After decades of research and development, we've seen progress from Eliza and Parry in the 60's and 70's, to task-completion systems as in the DARPA Communicator program in the 2000s, to intelligent personal assistants such as Siri in the 2010s, to today's social chatbots like XiaoIce. Social chatbots' appeal lies not only in their ability to respond to users' diverse requests, but also in being able to establish an emotional connection with users. The latter is done by satisfying users' need for communication, affection, as well as social belonging. To further the advancement and adoption of social chatbots, their design must focus on user engagement and take both intellectual quotient (IQ) and emotional quotient (EQ) into account. Users should want to engage with a social chatbot; as such, we define the success metric for social chatbots as conversation-turns per session (CPS). Using XiaoIce as an illustrative example, we discuss key technologies in building social chatbots from core chat to visual awareness to skills. We also show how XiaoIce can dynamically recognize emotion and engage the user throughout long conversations with appropriate interpersonal responses. As we become the first generation of humans ever living with AI, we have a responsibility to design social chatbots to be both useful and empathetic, so they will become ubiquitous and help society as a whole.

From Eliza to XiaoIce: Challenges and Opportunities with Social Chatbots

In this conceptual article, we explore the idea of refining the role of the researcher. Using emotional intelligence as a framework, we synthesize methodological writing about the role of the researcher and ways to enhance the connection between humans in qualitative research. Emotional intelligence can strengthen the ability to connect with participants, skillfully listen during the interview process, and more clearly understand the lifeworlds participants articulate.

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Emotional Intelligence and the Qualitative Researcher

Background
Engineers are increasingly being asked to empathically engage with a broad range of stakeholders. Current efforts to educate empathic engineers, however, are hindered by the lack of a conceptually cohesive understanding of, and language for, applying empathy to engineering. Prior studies have suggested that research informed by long-standing traditions in other fields may provide the rigor, conceptual clarity, and expertise necessary to theoretically ground the education and practice of empathy in technical disciplines.

Purpose
This study examined three research questions: What are current understandings of empathy in engineering and engineering education? How do these understandings compare with conceptions of empathy in social work, a professional discipline that defines empathy as a core skill and orientation of its practitioners? What can engineering educators learn from social work to inform the education of empathic engineers?

Scope/Method
This article presents the findings from a sustained, four-year, interdisciplinary dialogue between engineering education and social work education researchers. This effort included an examination of productive tensions and similarities between the two fields, a critical synthesis of the literature on empathy in each discipline, and the development of a context-appropriate model for empathy in engineering.

Conclusions
We propose a model of empathy in engineering as a teachable and learnable skill, a practice orientation, and a professional way of being. Expanding conceptions of empathy in social work, this model additionally emphasizes mode switching and a commitment to values pluralism.

A Model of Empathy in Engineering as a Core Skill, Practice Orientation, and Professional Way of Being

This mixed methods study explored the antecedents of servant leadership. The sequential explanatory research design consisted of two distinct phases: quantitative followed by qualitative. The Phase 1 quantitative survey collected data from 499 leaders from community leadership programs and 630 raters using the Servant Leadership Questionnaire. During Phase 2, 12 selected leaders from Phase 1 were interviewed to explain the Phase 1 results in more depth. Four key findings emerged from the data: (a) the longer a leader is in a leadership role, the more frequent the servant leader behaviors; (b) leaders who volunteer at least 1 hour per week demonstrate higher servant leader behaviors; (c) servant leaders influence others through building trusting relationships; and (d) servant leaders demonstrate an altruistic mindset.

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Antecedents of Servant Leadership: A Mixed Methods Study

Context Emotional intelligence (EI) is a term used to describe people's awareness of, and ability to respond to, emotions in themselves and other people. There is increasing research evidence that doctors’ EI influences their ability to deliver safe and compassionate health care, a particularly pertinent issue in the current health care climate. Objectives This review set out to examine the value of EI as a theoretical platform on which to base selection for medicine, communication skills education and professionalism. Methods We conducted a critical review with the aim of answering questions that clinical educators wishing to increase the focus on emotions in their curriculum might ask. Results Although EI seems, intuitively, to be a construct that is relevant to educating safe and compassionate doctors, important questions about it remain to be answered. Research to date has not established whether EI is a trait, a learned ability or a combination of the two. Furthermore, there are methodological difficulties associated with measuring EI in a medical arena. If, as has been suggested, EI were to be used to select for medical school, there would be a real risk of including and excluding the wrong people. Conclusions Emotional intelligence-based education may be able to contribute to the teaching of professionalism and communication skills in medicine, but further research is needed before its wholesale adoption in any curriculum can be recommended.

Emotional intelligence in medical education: a critical review.

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Papers

Working With Emotional Intelligence