This article describes a multi-point optical fiber-based sensor for the measurement of electrolyte density in lead-acid batteries. It is known that the battery charging process creates stratification, due to the different densities of sulphuric acid and water. In order to study this process, density measurements should be obtained at different depths. The sensor we describe in this paper, unlike traditional sensors, consists of several measurement points, allowing density measurements at different depths inside the battery. The obtained set of measurements helps in determining the charge (SoC) and state of health (SoH) of the battery.

This paper presents the implementation of a fully digital smart charging system for traction lead-acid batteries for electric vehicles (EV). The charger uses a fast charge strategy, through the combination of constant high current charge periods with pulsant current charge periods. This charge system takes into account the actual battery charge state as well as the battery record, referred to previous charges and discharges. To obtain this smart charging system, it is necessary to develop a fast battery charge control system, a power source and a battery data acquisition system to periodically store the most important battery parameters during the discharge process. The fast charging of electric vehicle batteries promises a technically feasible approach to increase customer acceptability of electric vehicles (EV), and its main objective includes short recharge times, high charge efficiencies and improved battery cycle life. The aim of the present work is the development of a smart charging strategy integrated with a digital data acquisition system implemented with a XC40010E FPGA from Xilinx.

This paper presents the design and evaluation of e-SoundWay, a cross-platform serious game developed to improve English phonetic competence through a multimodal and narrative-driven approach. While the platform is specifically tailored to meet the needs of Spanish-speaking learners, it is adaptable for a wider range of English as a Foreign Language (EFL) users. e-SoundWay offers over 600 interactive multimedia minigames that target three core competencies: perception, production, and transcription. Learners progress along a gamified version of the Camino de Santiago, interacting with characters representing diverse English accents. A mixed-methods evaluation combining pre- and post-tests with a user experience questionnaire revealed statistically significant improvements across all domains, particularly in perception. Reduced post-test variability indicated more equitable learning outcomes. User satisfaction was high, with 64% of participants reporting satisfaction with their phonetic progress and 91% stating they would recommend the platform. These findings highlight the educational effectiveness, accessibility, and motivational value of e-SoundWay, reinforcing the role of serious games and multimodal technologies in delivering inclusive and engaging pronunciation instruction.

This paper presents the architecture and interface of a serious game designed for pronunciation training for Spanish-speaking university and high school learners. Set on the Way of Saint James, users will face multiple challenges, in the form of mini-games, to progress along the way. The challenges will consist of identifying sounds in words and in longer sequences, producing sounds in words and in longer sequences, the relationship between spelling-sound/phonetic symbol (and vice versa) and identifying sound/phonetic symbol-grammar (and vice versa). All these challenges are divided into three large blocks: Perception, Production and Transcription, presented in that order in each of the 33 stages along the route.

Gamification is widely used to enhance student motivation, yet many educational design proposals remain conceptual and provide limited operational guidance for digital learning environments. This paper introduces APAR (Activities, Points, Achievements and Rewards), a content-independent structural framework for designing and implementing educational gamification in learning platforms. Grounded in motivation theories (including Self-Determination Theory and Relatedness–Autonomy–Mastery–Purpose) and reward taxonomies (Status, Access, Power and Stuff), APAR distinguishes high-level design constructs from concrete game elements (e.g., points, badges and leaderboards) and provides a systematic design loop linking learning activities, feedback, intermediate goals and reinforcement. The contribution includes (i) a mapping table relating each APAR construct to motivation models, supported dynamics and typical learning-platform implementations; (ii) an actionable design guide; and (iii) an empirical illustration implemented in Moodle in a higher-education Computer Networks course. In this setting, the proportion of enrolled students taking the final exam increased from 58% to 72% in the first year, and the proportion of enrolled students passing increased from 17% to 38%; in 2022–2023 these values were 70% and 39%, respectively (56% of exam takers passed). While the use case relies on quantitative course-level indicators and is observational, the findings support the potential of structural gamification as an integrated methodological tool and motivate further mixed-method validations.

Previous research has established that phonetics has been marginalized within language teaching, proving to be particularly challenging for learners in EFL contexts. This paper presents EPSSML (https://www.usc.gal/multimlab/), an e-learning platform designed within Mayer’s (2008, 2009) Cognitive Theory of Multimedia Learning to instruct English phonetics and phonology in an EFL context. Inspired by prior work (e.g., Clark, 2009; Godwin-Jones, 2009; Hansen Edwards et al., 2021), we examined the efficiency of EPSSML as a Computer Assisted Pronunciation Training (CAPT) resource alongside the students’ perceptions of it including gender differences. The scores obtained by 504 Spanish EFL learners in an English phonetics undergraduate course were analyzed comparing performance before and after EPSSML-assisted instruction. The analysis of rated results shows that there is a significant difference between the means of scores of those learners that used and those that did not use the platform, as well as between male and female students. Additionally, 127 students that used EPSSML responded to an online questionnaire on the tool and course methodology. Responses reveal that 91.3% of the learners enjoyed and were very interested in EPSSML and web-mediated phonetic training. The findings demonstrate the importance of CAPT-based instruction and suggestions are also made for additional resources and approaches for its implementation, thereby contributing to the educational shift from traditional, teacher-centered learning methods to blended instructional methodologies in formal and informal settings.