The study of signals, processes, and systems has motivated the development of different representations that can be used to analyze and understand them. Classical ways of studying the behavior of signals are the time domain and frequency domain representations. For the analysis of non-stationary signals, time-frequency representations have become an essential tool to understand how the frequency content of signals changes with time. A common time-frequency technique employed in the literature is the wavelet transform. Nevertheless, selecting an adequate mother wavelet to perform the wavelet transform has become challenging due to the diverse available wavelet families. This paper reviews the applications and uses of a particular class of wavelet basis known as the Generalized Morse Wavelets. This class of wavelet family provides a systematic framework to choose and generate a wavelet for general-purpose use. This study reviews the application of Generalized Morse Wavelets in biomedical engineering, dynamical systems analysis, electrical engineering, geophysics, and communication systems. Moreover, the parameters of the Generalized Morse Wavelets used in each study are presented. The results of this study reveal that Generalized Morse Wavelets have proven helpful in studying signals, systems, and processes in areas ranging from biomedical engineering to geophysics. Nonetheless, the parameters of the Generalized Morse Wavelets are yet to be chosen through a rigorous methodology and argumentation. Therefore, there is an opportunity to generate methods for selecting the parameters of the Generalized Morse Wavelets based on the characteristics of the signals, systems, or processes under research.

Current tendencies of product, project and services development focus on a higher consideration of the User Experience (UX). Therefore, traditional training and teaching methodologies need to adapt to prepare the students to develop strategies for problem solving for their professional education. Such needs have risen and interest in tendencies such as education and Industry 4.0 has grown. This paper presents and analyzes the process and results of a teaching implementation methodology based on Challenge-Based Learning (CBL). The paper describes the process followed, explaining the methodology precedents that led to the final implementation case. It also mentions previous experiments on product analysis and home automation developments that are linked to implementation of the technology. This case’s implementation, analysis and experimentation integrated the use of Emotional Domotics (ED) Tools for the UX analysis, to grant feedback and compare the students’ results with the bio-metrical and emotional computational analysis. The methodology, described through this document, allowed the students to better understand and experience some of the implications of an interconnected system with instant information feedback. This allowed them to better grasp part of the impact that the tendency towards the Internet of Things (IoT) is currently having, and the impact of the improvement proposals from the students.