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| Latent variable | Teacher level |
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| Measurable variables | Teaching process design | Professional knowledge level | Control over cases | Language appeal |
| Meaning of measurable variables | Teacher’s design level of case teaching process | Teacher’s professional knowledge level displayed in case teaching | Teacher’s ability to control case analysis process | Teacher’s mental outlook and language appeal in case analysis process |
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| Latent variable | Case selection |
| Measurable variables | Case study hour proportion | Case quality | Case number | Case source |
| Meaning of measurable variables | How reasonable the number of hours and proportion of case teaching arranged by the teacher in the classroom | The quality of the cases used in classroom teaching | The number of cases used in classroom teaching | The source of cases used in classroom teaching channel |
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| Latent variable | Student reaction |
| Measurable variables | Basic analytical skills | Student participation | Student understanding | Student effort |
| Meaning of measurable variables | The basic skills that students have in case analysis | Students’ participation and cooperation in the case teaching process | The ease with which students can contact case investigation knowledge points when analyzing cases | Students ability to check materials after class or search for information related to the case online activeness |
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| Latent variable | Teaching effect |
| Measurable variables | Student interest degree | Student ability improves | Student satisfaction |
| Meaning of measurable variables | The degree of student’s interest in using case-based teaching for this course | The degree to which students improve their ability to analyze problems after receiving case-based teaching | The degree of satisfaction of students with case teaching for this course |
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