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Related Experiment Video

Updated: Jan 14, 2026

Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning
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Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning

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Evaluation of teaching effect factors based on probabilistic language set.

Xiaohui Song1, Yubo Zhang2, Xiangcai Chang1

  • 1Agricultural College, Anshun University, Anshun, Guizhou, 561000, China.

Scientific Reports
|January 12, 2026
PubMed
Summary

This study introduces a novel probabilistic linguistic term set (PLTS) method to assess factors impacting university laboratory safety education effectiveness. The approach enhances teaching quality by objectively evaluating key indicators and providing a stable, effective assessment framework.

Keywords:
DEMATELPossibility degreeProbabilistic linguistic term setTeaching effectiveness evaluation

Related Experiment Videos

Last Updated: Jan 14, 2026

Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning
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Area of Science:

  • Educational Technology
  • Higher Education Safety
  • Decision Analysis

Background:

  • Evaluating teaching effectiveness in specialized university courses like Safety Access Education is crucial for academic quality and student safety.
  • Traditional evaluation methods may lack the robustness to handle the inherent uncertainties and subjective nature of linguistic assessments in educational contexts.
  • Objective identification and weighting of influencing factors are necessary for targeted improvements in laboratory safety education.

Purpose of the Study:

  • To propose and validate a novel evaluation method for assessing factors influencing the teaching effectiveness of the "Safety Access Education in University Laboratories" course.
  • To enhance the objectivity and comprehensiveness of teaching effectiveness evaluations by incorporating probabilistic linguistic term sets (PLTS).
  • To provide a framework for improving the overall teaching effectiveness of university laboratory safety education.

Main Methods:

  • Construction of evaluation indicators based on semantic analysis.
  • Application of the Decision-Making Trial and Evaluation Laboratory (DEMATEL) method for objective weight allocation of indicators.
  • Integration of Probabilistic Linguistic Term Sets (PLTS) with possibility degree formulas to create an evaluation matrix capturing expectation and variance.

Main Results:

  • The proposed PLTS-based evaluation method demonstrates stability and effectiveness in identifying factors influencing teaching effectiveness.
  • The method successfully incorporates both the 'expectation' and 'variance' characteristics of linguistic evaluations.
  • Experimental results confirm the applicability of the method for enhancing the teaching effectiveness of university laboratory safety courses.

Conclusions:

  • The developed probabilistic linguistic possibility degree evaluation method provides a robust framework for assessing teaching effectiveness in specialized university courses.
  • The integration of DEMATEL and PLTS offers an objective and comprehensive approach to handling uncertain linguistic information in educational evaluations.
  • The findings support the practical application of this method for improving the quality and impact of university laboratory safety education.