## 4 Results  
### Findings  
According to the coding results, in the scenario of multimedia-equipped classroom, the key points to solve the classroom interactive communication can mainly be divided into four points:  
1. In terms of teacher-student interaction efficiency, when college students attend classes in the classroom, different class methods initiate different class efficiency. In the non-signed classroom, the students' learning efficiency is not high because they are not familiar with words or the presentation of words is too slow, such as typing on the spot, writing on the blackboard, etc. The teaching method based on sign language is easier to understand and obtain access into, which makes the classroom efficiency higher. Therefore, sign language should be the major measure to improve the classroom interaction efficiency.
2. As for the recording of the classroom interaction contents, sign language cannot achieve a good recording function because of its transience. Therefore, they can understand and forget their knowledge points easily as well, but written words can be recorded and saved in real time, which solves this problem. At the same time, the recording function of the text can help them check repeatedly and understand the knowledge points better, hence, it enables them to keep up with the tempo of the teacher's lecture and facilitate the review after class. Therefore, the need for written words plays an essential role in the classroom.
3. When it comes to the accuracy of interactive understanding, there is no unified standard for sign language. There are different sign languages used by normal hearing teachers and the hearing-impaired college students, which leads to inaccurate transmission of sign language or different meanings of a gesture, and gives rise to mutual incomprehension or even misunderstanding between teachers and students. Compared with sign language, the accuracy of text is higher in conveying information. In addition, some mentioned that through textual communication, they can improve their communication level to communicate with hearing teachers more efficiently in the future and improve their adaptability into the society. Therefore, during the process of design, much emphasis will be laid on how to combine sign language with text and how to convert sign language accurately into text.
4. In terms of classroom interaction efficiency, teacher-student communication directly affects the efficiency in the classroom. Due to the communication problems between the hearing-impaired college students and normal-hearing teachers, when asking or answering questions, students dare not to ask or answer for fear of misunderstanding, incomprehension, or embarrassment, thus lowering the interaction willingness. During the interaction, they often choose to use sign language repeatedly or slow down the speed of sign language to confirm whether they have understood accurately, which will also reduce the efficiency of the class. Furthermore, most interactions only happen between teachers and students, and other students remain passively receiving. They had no idea about what the interactive students had answered, which proves the lack of attraction in the classroom. Therefore, the classroom auxiliary system should have the function of improving students' interactive participation. The construction of auxiliary system and terminal equipment is also an important part of the design.