# Development and Evaluation of an Image Processing-Based
## 4 Discussion  
This study implemented an immersive and interactive English language learning environment projected onto a large classroom floor. To ensure accurate interaction between students and the projected content, we tackled two key challenges: pixel distortion and shadow interference. Initially, a pixel distortion approach was considered but abandoned due to limitations in its scalability and accuracy. Instead, we opted for determining participants' real-time three-dimensional coordinates (X, Y, and Z) utilizing a depth camera. The Kinect One camera, the most widely used camera on the market, was chosen to identify user positions and bodily movements, overcoming the limitations of traditional pixel-based interactions. Additionally, the camera's high frame rate (30 fps) ensured smooth and responsive gameplay within the projected area. This approach effectively mitigated shadow interference, a potential issue with projected floor displays. By directly tracking individual body positions rather than relying on pixel analysis, the system disregarded shadows cast by users, preventing inaccurate inputs and ensuring reliable interaction with the learning content. While the existing literature on interactive learning games is limited, several studies offer relevant comparisons. [PERSON] et al. (2013) [PERSON] et al. (2013) employed a Kinect sensor-based system for Chinese language education, transitioning away from traditional keyboard-mouse and touch screens. The virtual environments created in the study only worked with a computer interface however, and they remained confined to the computer screen, limiting opportunities for physical activity. In the sports field, [PERSON] et al. (2016) [PERSON] et al. (2016) used a system to improve and measure the agility values of athletes by applying contact plates to certain parts of the floor. In this system, the athlete sees which contact plates to go to on the television screen in front of him/her. However, our system employed projected images instead of contact plates, allowing for easier manipulation and flexibility in pattern and object design. This eliminates limitations on the number and complexity of elements within the learning environment. By incorporating physical movement and interaction with projected images, our system encourages active participation and potentially enhances student engagement compared to screen-based solutions. In addition, our system facilitates collaborative learning through its multi-user functionality, enabling group activities and fostering social interaction within the learning process. Following the system development and pre-testing phase, the application phase was implemented. Upon completion, post-test achievement assessments were administered to both the experimental and control groups, and qualitative data were collected through student interviews. Analysis of pre-test scores revealed no significant differences between the groups. However, post-test results demonstrated a marked improvement in the experimental group compared to the control group (\(p<0.001\)), indicating a positive impact of the kinesthetic learning system on learning outcomes. This finding was further corroborated by a significant group-by-time interaction effect (F: 9.166, \(p<0.003\)), suggesting that the intervention specifically influenced the trajectory of learning over time. Qualitative data gleaned from student interviews offered valuable insights into the students' experiences with the system. Participants reported faster learning, enhanced vocabulary retention, increased enjoyment of learning activities, improved focus and attention during lessons, and a positive perception of the system's contribution to their learning. Notably, students perceived the system as facilitating learning through both game-based elements and physical movement. Additionally, they expressed a desire for similar systems to be implemented in other subjects, including mathematics, Turkish, and science.