Highlights Leading grocery e-commerce are optimizing Digital Inbound Marketing (DIM) in line with economic theory. E-commerce born on the Internet show a higher DIM-efficiency than click and mortar firms; and less volatile behaviour. The cost advantage in SEO is in general held by the national market leader. US and UK e-commerce best in user attraction under optimal resource allocation; US with consolidated cost structure. Big data tools together with optimization criteria from analytical models allow to control and adjust investment in DIM.

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The increasing use of digital technology‐based retail services provides new opportunities for digital marketing. In this paper, we investigate how augmented reality (AR) technology can be leveraged as part of the firm's strategy. We explore the online purchase intention through AR smart glasses (ARSG), considering consumers' value assessment through a cost–benefit analysis and the influence of technical, experiential and social AR value drivers. We develop an augmented value‐based adoption model addressing four main objectives: (1) Evaluate the effect of the perceived value of ARSG, (2) Evaluate the effect of immersion (experiential dimension), (3) Evaluate the effect of AR devices and technical complexity (technical dimension) and (4) Evaluate the importance of subjective norms (social dimension) on the online purchase intention through AR technology. Based on an ESIC Tech Lab experiment with two types of ARSG from market leaders and AR retail apps, the study uses survey data from 253 participants. The results suggest that the technical dimension has an ambiguous effect, with tech‐complexity enhancing directly the perceived value of ARSG for online purchase while reducing the net value of consumers' economic cost–benefit analysis. We find strong evidence that the experiential and social AR dimensions (in the form of immersion and subjective norm) have a significant positive influence on consumers' purchase intention online, which are better predictors than the pure economic cost–benefit assessment (through usefulness and difficulty). Furthermore, the technical innovativeness of consumers is found to increase directly the online purchase intention through ARSG.

<p>On account of the disruptive nature of the COVID-19 disease, the present paper aims to analyze the main repercussions of the pandemic over the field of education. The objective is twofold: (1) To describe the process of digitalization and digital transformation of educational institutions, (2) To analyze student’s insight regarding the implementation of hybrid methodologies of learning and identify potential differences in perception across university degrees. A structured literature review on the resonance of the COVID-19 pandemic over education is performed. From this, the concept of the Digital Divide is risen to prominence, as education digitalization has managed to broaden global social inequalities. In this context the prevailing E-learning methodologies are detailed, outlining the differences between asynchronous and synchronous format. The topic of Blended Learning is put forward, detailing the diverse hybrid education models present in the actual paradigm of education.<br />In order to analyze and measure the perception of students regarding education digitalization, a survey based on validated scales is conducted among 305 university students in Spain. A statistical analysis reveals that the most frequently implemented teaching model within the COVID-19 scenario is the mixture of in-person and synchronous remote lessons. In addition to this, overall satisfaction, perception of workload and confidence in the professional future differs across branches of study. Finally, several implications for educational framework are presented.</p>

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<p><strong>Purpose</strong>: The main goal of this paper is to determine if the use of a blended methodology can improve performance and satisfaction of the students, with no additional time cost for teachers. As a second objective, the article attempts to explain observed differences across students in the effect of the methodology on study time based on the theory of optimal decision making. Finally, we sketch a simple cost benefit analysis for the digital learning platform (DLP) used.</p><p><strong>Design</strong>: The teachers combined the traditional classes methodology with the adoption of a DLP in two courses of Microeconomics at an undergraduate level at ESIC Business &amp; Marketing School. Subsequently it is analyzed the impact of this methodology on student satisfaction and performance, as well as on student’s study time using different analytical tools.</p><p><strong>Findings:</strong>  students’ grades, at the final exam, increased in a significative way as they spent more time with the DLP and/or when they do more digital assignments at home. Their satisfaction with the blended methodology, and the use of the DLP was quite high for most of students. Their feedback on working time relative to traditional methods showed two extremes, either studying much more or much less. We provide a theoretical explanation for this observation, based on Microeconomic theory.  A cost-benefit analysis of the DLP tool at an institutional level suggests that its economic costs are more than justified by the economic benefits of the tool in terms of student’s satisfaction, brand reputation and teachers time saving.</p><p><strong>Contribution:</strong> This document provides a methodology to measure the benefits of an innovative learning methodology using relevant indicators and employing advanced statistical techniques as regression analysis. It also helps us to understand student’s behavior in the face of an educational innovation based on technology. The findings are in line with economic theory.</p>

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