## 7 Discussion and Conclusions  
This study is not to design a product that can identify straightforwardly and translate semantics, but rather to improve classroom efficiency and mobilize the participation of all classroom participants. We designed a system to cover all the relevant stakeholders in the classroom. This design has been patented as a new utility model by the state intellectual property office of China (ID: ZL 2021 2 0026852.3.). Based on the current education situation of deaf college students, this study finds that the hearing-impaired college students, as a special educational group, still lack educational resources through data research. Further user research was carried out to explore the communication problems of deaf college students in class and the reasons behind them. In the user research phase, through nonparticipatory observation and user interviews, we better understood the needs of deaf college students in class, including lecture diversity, recordable content, and teacher-student interaction. After understanding the classroom communicative needs of deaf college students, we carried out demand transformation, function design, and product design. We produced a system to assist the communication of deaf college students in class. We found that these students are eager to use the classroom and improve learning efficiency effectively. Classroom efficiency is the result of collective action. In raising and answering questions, the teacher and the students in the whole class should be participants in order to arouse the group's enthusiasm. However, the existing smart classroom can onlyrealize information transmission through the intelligent part, and information transmission is limited to the interaction between teachers and individual students. Such neglect can give other students the illusion of not participating in the interaction process. Through the preliminary investigation, it is also known that teachers are mainly teachers with normal hearing, and there are specific communication problems between deaf college students and ordinary-hearing teachers. In the classroom context, multimedia facilities still cannot meet the communicative needs of deaf college students in the classroom. Based on Kinect and embedded systematic design, the system for assisting the communication in the class produced through research is designed according to the communicative problems of these students in the classroom. The product has yet to be used in a real classroom. Hence, its effectiveness has yet to be proven. Due to the epidemic, we could not enter relevant schools, so we did not test the system in the classroom. We showed this system to three students online (i.e., the study could not be carried out offline due to the COVID-19 epidemic). We asked the three students to put forward suggestions after the simulation class. Three students believe this system is highly effective and will attract all students to participate in classroom interaction. However, the speed of gesture recognition is not very efficient. Many of the requirements of this study were concluded through qualitative analysis, without a corresponding questionnaire survey and quantitative-data analysis. In the future, we will use questionnaires and quantitative methods to analyze students' understanding of sign-language translation and their needs in group interaction to improve the existing system. In addition, the amount of isolated and continuous-word sign-language recognition is insignificant in terms of the amount of system recognition. Realizing intelligent sign-language recognition requires more artificial-intelligence algorithms and a lot of data training, which is also the direction of our future work. As a special educational group, college students with hearing impairments have always been concerned. From the user's point of view, this study designs a product for the communicative problems of deaf college students in the classroom.