## 5 Discussion
### Impacts of Different Interaction Scenarios on Turn-Taking and System Support Strategies  
To address RQ2, we performed a clustering analysis of significant features, identifying five typical interaction states when participants expressed speaking intentions. These findings reveal the distinct mechanisms through which different interaction states impact turn-taking success. For each scenario, we discuss potential design strategies to address the associated challenges. In the high-competition scenario (C5), the failure rate for acquiring speaking turns is the highest. Participants tend to speak quickly, exhibiting \"competitive\" behavior. In such scenarios, the simultaneous expression of speaking intentions by multiple participants makes synchronization and coordination extremely challenging. The resulting \"first-come, first-served\" pattern highlights the immediacy and prioritization of turn transitions under competitive dynamics, which significantly increases the failure rate. To address this challenge, system support could focus on providing clearer priority cues or offering delayed feedback during moments of reduced competition to optimize the allocation of speaking turns and reduce instances of turn-taking failures. In the intense interaction scenario (C3) and the prolonged single-turn scenario (C1), turn-taking failures also occur frequently, but their underlying causes differ. In the intense interaction scenario (C3), frequent turn transitions make it difficult for participants to accurately identify appropriate speaking opportunities, resulting in increased overlapping speech. This rapid interaction pace requires careful consideration in system intervention design. Overly direct or frequent system support could exacerbate communication chaos and disrupt the natural flow of turn-taking. Notably, overlapping speech can sometimes facilitate spontaneous coordination among participants, helping them quickly reach a consensus on turn allocation. Therefore, when providing support, systems should carefully balance the intensity and approach of interventions to avoid disrupting the highly dynamic rhythm of turn exchanges. In contrast, the prolonged single-turn scenario (C1) restricts opportunities for others to speak, resulting in more turn-taking failures, which in turn impact group engagement and interaction balance. From the perspective of turn-timing, after waiting for a brief period, participants may lose patience and choose to interrupt the current speaker to forcibly claim a turn. To address this, support systems could prompt long-turn speakers to acknowledge the speaking intentions of other participants and encourage them to voluntarily relinquish the floor. Simultaneously, the system can provide clear feedback to participants attempting to express intentions, helping them confirm that their intentions have been recognized by others. Such mechanisms can increase opportunities for multi-party participation, effectively reduce interruptions caused by poor transmission of information, and improve the overall fluidity and coordination of interactions. In the high-status role scenario (C2), the process of acquiring speaking turns is relatively smooth, with participants exhibiting greater patience in choosing the timing of their speech. This may reflect role awareness and stability associated with differences in participant status, which helps maintain conversational rhythm. In this scenario, the system does not need to implement extensive interventions but should focus on providing targeted support to non-dominant participants to help address the imbalance in speaking intentions and participation opportunities caused by status differences. In the low-activity scenario (C4), participants' self-initiated turns rarely lead to turn-taking failures, but they often exhibit longer hesitation periods before speaking. This may be due to the greater psychological pressure associated with breaking the silence in low-activity contexts, where participants require more social cues as triggers for speaking.