Human beings have an inherent capability to use linguistic information (LI) seamlessly even though it is vague and imprecise. Computing with Words (CWW) was proposed to impart computing systems with this capability of human beings. The interest in the field of CWW is evident from a number of publications on various CWW methodologies. These methodologies use different ways to model the semantics of the LI. However, to the best of our knowledge, the literature on these methodologies is mostly scattered and does not give an interested researcher a comprehensive but gentle guide about the notion and utility of these methodologies. Hence, to introduce the foundations and state-of-the-art CWW methodologies, we provide a concise but a wide-ranging coverage of them in a simple and easy to understand manner. We feel that the simplicity with which we give a high-quality review and introduction to the CWW methodologies is very useful for investigators, especially those embarking on the use of CWW for the first time. We also provide future research directions to build upon for the interested and motivated researchers.

In the framework of Granular Computing (GC), Interval type 2 Fuzzy Sets (IT2 FSs) play a prominent role by facilitating a better representation of uncertain linguistic information. Perceptual Computing (Per C), a well known computing with words (CWW) approach, and its various applications have nicely exploited this advantage. This paper reports a novel Per C based approach for student strategy evaluation. Examinations are generally oriented to test the subject knowledge of students. The number of questions that they are able to solve accurately judges success rates of students in the examinations. However, we feel that not only the solutions of questions, but also the strategy adopted for finding those solutions are equally important. More marks should be awarded to a student, who solves a question with a better strategy compared to a student, whose strategy is relatively not that good. Furthermore, the students strategy can be taken as a measure of his or her learning outcome as perceived by a faculty member. This can help to identify students, whose learning outcomes are not good, and, thus, can be provided with any relevant help, for improvement. The main contribution of this paper is to illustrate the use of CWW for student strategy evaluation and present a comparison of the recommendations generated by different CWW approaches. CWW provides us with two major advantages. First, it generates a numeric score for the overall evaluation of strategy adopted by a student in the examination. This enables comparison and ranking of the students based on their performances. Second, a linguistic evaluation describing the student strategy is also obtained from the system. Both these numeric score and linguistic recommendation are together used to assess the quality of a students strategy. We found that Per-C generates unique recommendations in all cases and outperforms other CWW approaches.